[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
Assessment of nursery children to identify language and learning difficulties
Under a new government programme, from September 2001, children in nursery schools in France are being screened with a view to identifying language learning difficulties as early as possible in their school career. There are an estimated 600,000 children in France who have problems learning to speak (dysphasia) or to read and write (dyslexia). The affected children represent between five and ten per cent of students - on average one or two in each class - with one per cent experiencing severe difficulties. 18
Measures proposed in the programme include:
Lower secondary
Students in SES, SEGPA or EREA classes are often integrated into other courses towards the end of their lower secondary education. This is to allow them to study for some form of national qualification, as most SES, SEGPA and EREA classes only offer some form of initial training at best. Some students proceed to a vocational lycée or an apprenticeship centre to complete a CAP qualification (national certificate of professional aptitude qualifying students for skilled or non-skilled work in industry, a trade, or the tertiary sector). Others may take the certificat de formation générale (CFG) on completion of their education in SES, SEGPA or EREA classes. The CFG is a certificate provided to students, aged over 16, who complete their compulsory schooling with no other diploma or certificate. In cases of students with special educational needs, the CFG validates the basic knowledge that students in the third and fourth years of SES, SEGPA and EREA have acquired in French and mathematics, knowledge of the modern world, and the capacity to adapt to social and professional circumstances. Certification is in accordance with statutory requirements.5
SEGPA
In SEGPA classes (special general and vocational education classes at lower secondary level), students are assessed during weekly coordination and analysis meetings, with the aim of identifying his or her capacity for development and any further means of support and assistance required in each individual case.5
See 6.5.1 also.
All students with special educational needs are continually assessed to monitor their progress and performance. Those who wish to take certain qualifications are also subject to the statutory requirements in this respect.
In SEGPA classes, students are assessed during weekly coordination and analysis meetings. Assessment is in the form of reports produced at various times during a child's schooling and by the use of 'skill books'. These weekly coordination and analysis meetings are presided over by the assistant director of the SEGPA and involve all the staff in the department. Once a term, a coordination and analysis meeting is presided over by the headteacher (and the assistant director of the SEGPA as usual) and delegates elected from parents and students are also present. During such meetings, particular attention is paid to future subject and study choices for students.5
See 6.5.1 also.
See 6.5.1 and sections 6.1.5, 6.2.5, 6.3.5 and 6.4.5 of the mainstream France Archive in addition.
FURTHER INFORMATION BEING COLLECTED.
FURTHER INFORMATION BEING COLLECTED.
See 6.5.1 and sections 6.1.7, 6.2.7, 6.3.7 and 6.4.7 of the mainstream France Archive in addition.
FURTHER INFORMATION BEING COLLECTED.
See 6.5.1 and sections 6.1.8, 6.2.8, 6.3.8 and 6.4.8 of the mainstream France Archive in addition.
FURTHER INFORMATION BEING COLLECTED.
Students with special educational needs who are unable to proceed to some form of activity in the workplace may be offered various types of vocational activity, accompanied by medico-social and educational support. Such support is usually offered to students over compulsory education age and is provided in special centres or workshops on a short- or long-term basis.5
A little over nine per cent of students who began their collège education in a publicly- or privately-funded sixième or in a special education class/institution in 1989 left the education system without any qualifications. More than half of the students who had been educated in SES and SEGPA classes left education without any qualifications.55