“It is a joy to observe this success. Louis no longer has a discipline problem. It opened. Where we did not see him, hidden behind his hair, now we discover him happy to be there. This observation is that of the principal of the Maryse-Bastié college in Dole (Jura).
On June 2, the members of the educational community are installed in the refectory around their two guests of the day, welcomed, outside, by a few saucepans. The Minister of Education Pap Ndiaye and the Minister Delegate for People with Disabilities Geneviève Darrieussecq came to see the benefits of a pioneering experience, launched two years ago by the ARS and the National Education.
A small revolution
Indeed, at the Collège Maryse-Bastié, a specialized educator intervenes in the classes, in the courtyard or during lunch, in order to support a dozen pupils who present behavioral problems. Either a small revolution: while the medico-social sphere and national education have long ignored each other, the presence of social workers even in the classes of a college was not self-evident.
“The inclusive school requires a profound change of culture”
And yet, 13-year-old Louis owes a lot to this rapprochement, he says: “I arrived in September because I had been expelled from my previous college where I had burned fire extinguishers and done other stupid things. . But all that is ancient history. The not-so-distant time when he accumulated punishments is over. Smiling, he recounts his life today, that of a teenager like the others: basketball, his physics class. Very useful for one day electrifying the hut he is building with his friends.
He owes a lot to Guillaume, the specialist educator who intervenes in the college, where he supports the 9 students of the neighboring Therapeutic Educational and Pedagogical Institutes (Itep). It also helps teachers sometimes distraught by the behavioral problems of their students. History to meet eyes. To give new methods of approach to teachers.
Pap Ndiaye hails “a great historical change”
Today, this project could prefigure what will be “Act II” of the inclusive school, promised by the National Disability Conference of April 26. Pap Ndiaye summarizes the issue: “We are in a great historical mutation, in which the number of handicapped pupils welcomed increases but also sometimes creates difficulties, recognizes the minister. If National Education welcomes all students, it must be tailor-made. You have to adapt, but the principle is that of a school that welcomes all students. »
In the recent debates on the Teachers’ Pact, the unions have indeed argued how much inclusive schooling has weighed on their real working time, forcing them to make numerous pedagogical adaptations.
Disability, opening mainstream schools to difference
In turn, the various stakeholders illustrate the need for support. And how much specialized educators bring an approach complementary to their own: they can, for example, better understand what is at stake in families, see the child in his spare time, in the yard, etc. In short, to take charge of it in a more global way.
A teacher sees this as an opportunity to rethink his profession. It is important that teachers allow themselves to say that they are having trouble with a student, without seeing it as a failure, and to admit that someone with another sensitivity can help them. »
Getting out of “all or nothing”
From the students’ point of view, this hybrid care allows them to get out of “all or nothing”, describes José de Paiva, former specialized educator and head of department who coordinated the project. “For too long, students found themselves in mainstream schools because they couldn’t get a place in a specialized establishment. Or else, when they entered Itep, they never left it again. They were definitely put out of school. There, the school makes it possible to leave the Itep”, thanks to part-time receptions, round trips. But this is priceless: young people “all prefer to be at school than at Itep, testifies José de Paiva. They are happy to have lessons, a timetable… to be like the others. »
At the start of the school year, moreover, all students with disabilities will receive, for the first time, a National Education identification number, whether they are enrolled in a regular school or in a specialized establishment, in order to clearly show that ” the school welcomes all the children”, insists Pap Ndiaye again at the end of the day.