[see 3.2.5]
THAT IS, PROVISION FOR STUDENTS WITH PARTICULAR NEEDS SUCH AS THOSE WITH DISABILITIES, LEARNING DIFFICULTIES, HIGH ABILITY, BEHAVIOURAL DIFFICULTIES, OR THOSE FROM PARTICULAR ETHNIC GROUPS OR TRAVELLER COMMUNITIES
Students with special educational needs in regular/mainstream schools or in transition classes (see below) follow the regular school curriculum wherever possible. Teachers adapt learning methods to suit students' individual needs.19 Details of curriculum provision for the various stages are provided below.
Primary
It is the aim of special classes in mainstream pre-compulsory and primary education (CLIS) to allow students with special educational needs to follow a normal school curriculum, either completely or in part.5
Lower secondary
In SES or SEGPA, students normally complete a two-year cycle of general education, followed by a one- to four-year cycle of adapted general and vocational studies, dominated by technological and vocational subjects. Vocational subject choices at this level of education for students with special educational needs tend to be limited, however. There is a marked differentiation according to sex. Girls are nearly all guided towards the hotel and catering industries or to the clothing and textile sectors. Boys have a slightly wider choice: wood, building, house and industrial painting, metal and forging, and less frequently, roofing, plumbing and heating. Hotel and catering and agriculture are also offered.5
Lower secondary
In SES or SEGPA, students normally complete a two-year cycle of general education, followed by a one- to four-year cycle of adapted general and vocational studies, dominated by technological and vocational subjects. Vocational subject choices at this level of education for students with special educational needs tend to be limited, however. There is a marked differentiation according to sex. Girls are nearly all guided towards the hotel and catering industries or to the clothing and textile sectors. Boys have a slightly wider choice: wood, building, house and industrial painting, metal and forging, and less frequently, roofing, plumbing and heating. Hotel and catering and agriculture are also offered.5
See 5.5.2 and sections 5.1.3, 5.2.3, 5.3.3, and 5.4.3 of the mainstream France Archive in addition.
For details of curriculum formulation in standard mainstream schools, see sections 5.1.4, 5.2.4, 5.3.4, and 5.4.4 of the mainstream France Archive.
For details of key skills in standard mainstream schools, see sections 5.1.5, 5.2.5, 5.3.5, and 5.4.5 of the mainstream France Archive.
Textbooks
Students in mainstream and in special schools are usually provided with textbooks free of charge.
For further information on the provision of curriculum materials, with particular reference to textbooks, in standard mainstream provision, see sections 5.1.6, 5.2.6, 5.3.6, and 5.4.6 of the mainstream France Archive.
Other materials
Teachers have recently been provided with guides to help with the education of students with various special educational needs, including students with visual impairments, hearing impairments or physical difficulties. These are available online at http://www.education.gouv.fr/handiscol/ressources/guide_pro.htm.
Information and communications technology (ICT)
The European Agency for Development in Special Needs Education produces a database providing overviews of the use of ICT in the field of special needs education. A country overview for France is available at http://www.european-agency.org/ict_sen_db/index.html.