ORGANIZATION OF THE YOUNG DISABLED PEOPLE

* www.cif-france.orgemail: ciffrance@orange.fr

Tel: 00 33 248 55 66 45mob: 00 33 607 37 86 1799 rue Germain Baujard

18400 Saint Florent sur Cher

*CIF FRANCE

- The history of education of disabled people could be presented in 3 acts during the 20th century:

-segregation-adaptation-integration

-The evolution of these concepts, one passes to:

-the concept of retarded or unadapted children-to th concept of desabled children and-to the concept of children with specific educational needs

Act 1:segregation

-The answer to the education for disabled children in France took the form of segregation and specialized teaching

-1909; the first law on specialized education with the creation of improvement classes.Disabled children are separated according thier handicap

ACT 2:Adaptation

- In the 1960 years: a new policy of adaptation for disabled children with serious learning difficulties.

- -Education must adapt abnormal children to a normal system.

Act 3 Integration

-The concept of integration appears in the law in the favour of handicapped people (June 30 1975)

-This law sets up in national obligation for:

-prevention and screening of the handicap

-care-education-training and vocational guidance of

minors and handicapped adults

1999: Handiscol Plan introduced by Segolene Royal , Minister of Education, to support the schooling of the desabled children and teenagers in ordinary schools

-30 years after the 1975 law, the results of this integration policy is better but remain modest.On 2004 more than 10 000 desabled children were not enrolled anywhere.

- February 11, 2005: a new law of the equality of rigths, opportunities, participation an citizenship of the disabled reaffirms the rigth to schooling of desabled youth from nursery school to university, and professional placement

- Within 5 years an end must be put to the non schooling of disabled children.

- This law lays down the priciples of non discrimination and equal opportunity:-The young handicapped must be covered by common law.-Public spaces must adapted in order to remove or to reduce the obstacles which hamper access to desabled: every public building must become accessible.

-Various modes of schooling of desabled pupils: -Individual integration in ordinary classes is a priority(Ministry of Education)

-Collective integration in schools whenever individual integration is not possible(Ministry of Education)

-Orientation towards a sociomedical institution when the situation of a child or teenager requires particular care ( Ministry of health)

INDIVIDUAL INTEGRATION IN ORDINARY CLASSES

- Nursery school: 3-6 years- Primary shool: 6-11 years- Secondary school 1st cycle: 11-15 years- Secondary school 2nd cycle: 15-18 years- Higher education

- -Full time or part time individual integration

- The possibility of being accompanied by an education auxiliary to help the disabled pupil individually.

Collective integration for mentally handicapped pupils with sensory or motor handicaps in:

-primary school integration classes-secondary school integration teaching

units-assistance of an education auxiliary

collective

Orientation towards a socio-medical institution for overall care regarding:

-school-educational-therapy

-100 000 children and teenagers are concerned

-The orientation towards a socio-medical institution is determined by Rigths and Autonomy Commission (law February 11 2005)

The socio-medical institutions are public or private(managed by Associations):-boarding schools-semi boarding schools-non – boarderTeaching is organized by specialized teachers

Differents types of socio-medical institutions with a common goal:-to inform the child of all that is available-to ensure the rehabilitation, the educational techniques and the communication necessary for the child’handicap-to propose an accompaniment to the family and the entourage of the child-to work on an individual project for the child or the teenager

TYPES OF SOCIO-MEDICAL INSTITUTIONS.

-Special education for children with intellectual deficiences(medico-educational institutes)

-Poly-handicapped children: complex handicaps, mental / sensorial/ motor handicaps

-Children with motor deficiences: extreme restriction of autonomy-Rehabilitation institutions: behaviour and personality disorders

-Sensory education insitutions for children with visual or audio deficiences.

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