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ORGANIZATION OF THE YOUNG DISABLED PEOPLE

CIF FRANCE. ORGANIZATION OF THE YOUNG DISABLED PEOPLE. www.cif-france.org email: ciffrance@orange.fr Tel: 00 33 248 55 66 45 mob: 00 33 607 37 86 17 99 rue Germain Baujard 18400 Saint Florent sur Cher.

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ORGANIZATION OF THE YOUNG DISABLED PEOPLE

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  1. CIF FRANCE ORGANIZATION OF THE YOUNG DISABLED PEOPLE www.cif-france.orgemail: ciffrance@orange.frTel: 00 33 248 55 66 45mob: 00 33 607 37 86 1799 rue Germain Baujard18400 Saint Florent sur Cher

  2. The history of education of disabledpeople couldbepresented in 3 actsduring the 20th century: • -segregation • -adaptation • -integration • -The evolution of these concepts, one passes to: • -the concept of retarded or unadaptedchildren • -to th concept of desabledchildren and • -to the concept of children with specificeducationalneeds

  3. Act 1:segregation -The answer to the education for disabledchildren in France took the form of segregation and specializedteaching -1909; the first law on specializededucation with the creation of improvementclasses.Disabledchildren are separatedaccordingthier handicap

  4. ACT 2:Adaptation • In the 1960 years: a new policy of adaptation for disabledchildren with seriouslearningdifficulties. • -Education must adaptabnormalchildren to a normal system.

  5. Act3 Integration -The concept of integrationappears 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 handicappedadults

  6. 1999: Handiscol Plan introduced by Segolene Royal , Minister of Education, to support the schooling of the desabledchildren and teenagers in ordinaryschools -30 years after the 1975 law, the results of thisintegrationpolicyisbetter but remainmodest. On 2004 more than 10 000 desabledchildren were not enrolledanywhere.

  7. February 11, 2005: a new law of the equality of rigths, opportunities, participation an citizenship of the disabledreaffirms the rigth to schooling of desabledyouth from nursery school to university, and professional placement • Within 5 years an end must be put to the non schooling of disabledchildren. • This lawlays down the priciples of non discrimination and equalopportunity: • -The younghandicapped must becovered by commonlaw. • -Public spaces must adapted in order to remove or to reduce the obstacles whichhamperaccess to desabled: every public building must become accessible.

  8. -Various modes of schooling of desabledpupils: -Individualintegration in ordinary classes is a priority(Ministry of Education) -Collective integration in schoolswheneverindividualintegrationis not possible(Ministry of Education) -Orientation towards a sociomedical institution when the situation of a child or teenager requiresparticular care ( Ministry of health)

  9. INDIVIDUAL INTEGRATION IN ORDINARY CLASSES • Nursery school: 3-6 years • Primaryshool: 6-11 years • Secondaryschool 1st cycle: 11-15 years • Secondaryschool 2nd cycle: 15-18 years • Highereducation • -Full time or part time individualintegration • The possibility of beingaccompanied by an educationauxiliary to help the disabledpupilindividually.

  10. Collective integration for mentallyhandicappedpupils with sensory or motor handicaps in: -primaryschoolintegration classes -secondaryschoolintegrationteachingunits -assistance of an educationauxiliary 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 isdetermined by Rigths and Autonomy Commission (lawFebruary 11 2005)

  11. The socio-medical institutions are public or private(managedby Associations): -boardingschools -semi boardingschools -non – boarder Teachingis organized by specializedteachers Differentstypes of socio-medical institutions with a common goal: -to inform the child of all thatisavailable -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 individualproject for the child or the teenager

  12. TYPES OF SOCIO-MEDICAL INSTITUTIONS. -Specialeducation for children with intellectualdeficiences(medico-educational institutes) -Poly-handicappedchildren: complex handicaps, mental / sensorial/ motor handicaps -Children with motordeficiences: extreme restriction of autonomy -Rehabilitation institutions: behaviour and personalitydisorders -Sensoryeducationinsitutions for children with visual or audio deficiences.

  13. THANK YOU

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