This section of the INCA website describes initial teacher training for teachers of students with special educational needs. For information on initial teacher training for teachers in pre-compulsory, primary, lower secondary and upper secondary mainstream education, see sections 7.1, 7.2, 7.3 and 7.4 of the mainstream country archive respectively.
Special needs teachers in France teach children with all kinds of special educational needs in many different settings, including classes d'intégration scolaire (CLIS) (special integration classes in mainstream primary schools), or in hospital schools, depending on their specialism. 27
Certification for special education teachers is only available to those already holding a teaching qualification, such as a certificat d’aptitude au professorat des écoles (CAPE) (certificate of aptitude for teaching at the primary level) or a certificat d’aptitude au professorat de l’enseignement du second degré (CAPES) (Certificate of aptitude for teaching at the secondary level).27 There is no other route to qualifying as a special educational needs teacher. 28
The State assumes overall responsibility for education policy, including provision for students with special educational needs. The Ministry of Education lays down guidelines for teaching, draws up the school curriculum and administers staff recruitment, training and management. External administrative departments known as académies, with jurisdiction over a particular geographical area of the country, implement the Ministry’s policies. 35
There are two levels of certification for qualification as a teacher of children with special educational needs, one for primary school teachers and the other for secondary school teachers.
Both are only open to those who already hold a teaching qualification. Each of the certificates has different specialisations:
Pre-examination preparation courses are taught over 400 hours for the CAPA-SH and 150 for the 2CA-SH. They are arranged into three units which cover: differentiated and adapted teaching practices, working in a multi-category team, and practices to take account of family, school and social background. The first unit, which covers adapting teaching to meet the needs of students, usually takes around half of the total hours of the preparation course. Each unit is also usually broken down, at the discretion of the training provider, into different modules each lasting 25 to 50 hours. The courses are normally taken over a single year, but may last for up to three years.30 28
Preparation courses for the examinations for the CAPA-SH and 2CA-SH may be provided on a regional (académie) basis, between regions or at national level. Training centres are decided following an assessment of regional needs and it is intended that there is a balance of provision across the country. The key training provider is the centre national d'études et de formation pour l'enfance inadaptée (CNEFEI ), that is, the National Centre of Study and Training for Children with Special Educational Needs. Training may also be provided in the regional Adaptation et Intégration Scolaires (AIS) (school adaptation and integration) sections which are part of certain Instituts universitaires de formation des maîtres (IUFMs). See sections 7.2.2, 7.3.2 and 7.4.2. of the mainstream archive for information about IUFMs.29 25
As mentioned above, there are two levels of certification for those intending to become teachers of children with special educational needs. Both are only open to holders of the relevant primary or secondary teaching qualification.
Lecturers at this level should be appropriately qualified and normally teach in teams. 29 See section 7.2.3. for further details of trainers in IUFMs.
An IUFM’s training plan must be submitted for ministerial approval. Approval is given to each institution after verification that the plan complies with established rules and meets national objectives. The training plan is updated annually. 29 30 Training is planned around three main units, which aim to allow teachers to complete their initial training by acquiring the necessary skills to teach children with special educational needs. The three units are:
Although there are different specialisations (as described in section 7.5.2.), all options share the same three-unit design and have some modules in common. The chosen option usually takes up at least a quarter of the time allocated to the first unit. 26
The centre national d'études et de formation pour l'enfance inadaptée (CNEFEI ), covers the following areas in its programme for the CAPA-SH qualification:
Annex 5 of circular 2004-103 (of 24 April) sets out the content of secondary level special educational needs pre-examination courses, 2CA-SH. Established on the basis of the same three units as the primary qualification, the 2CA-SH courses include, amongst others, the following aspects:
In addition, students on special educational needs courses also receive advice on writing a mémoire professionnel (dissertation) which is a component of the examination, see section 7.5.5.
Prior to being awarded the certificat d’aptitude professionnelle pour les aides spécialisées, les enseignements adaptés et la scolarisation des élèves en situation de handicap (CAPA-SH) or a certificat complémentaire pour les enseignements adaptés et la scolarisation des élèves en situation de handicap (2CA-SH), teachers must pass an examination. This comprises:
Both parts of the examination are marked out of 20. Successful students must score at least five on each section. The pass mark for the certificate is a combined score of 20 out of 40. 33 34 Those undertaking option B (visual impairments) of either the CAPA-SH or the 2CA-SH must also have their knowledge of Braille tested. 33 34
Successful completion (passing the examinations described above – see 7.5.5.) of a special education needs training course leads to the award of either a certificat d’aptitude professionnelle pour les aides spécialisées, les enseignements adaptés et la scolarisation des élèves en situation de handicap (CAPA-SH) or a certificat complémentaire pour les enseignements adaptés et la scolarisation des élèves en situation de handicap (2CA-SH), depending on the level of education the candidate is qualified to teach. 26
Holders of the certificate are appointed to posts appropriate to the option they have chosen. For example, holders of CAPA-SH option E are normally appointed to teach in special 'integration classes' (CLIS) in a mainstream primary school. 26
NB. The CAPA-SH and the 2CA-SH replaced the certificat d’aptitude aux actions pédagogiques spécialisées d’adaption et d’integration scolaire (CAPSAIS) (certificate of proficiency in specialist teaching for academic adaptation and integration) from the beginning of 2004. 26
There are no probationary periods for special educational needs teachers.
There are no post-qualification induction periods for special educational needs teachers.
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