For details relating to mainstream education, see section 2.1.1 of the mainstream France Archive. See section 2.1.4 below for information specific to special educational needs.
For details relating to mainstream education, see section 2.1.2 of the mainstream France Archive. See section 2.1.4 below for information specific to special educational needs.
For details relating to mainstream education, see section 2.1.3 of the mainstream France Archive. See section 2.1.4 below for information specific to special educational needs.
Since 1975, and the passing of legislation which made the integration of those with special educational needs a national imperative, (see section 1.2.1 for more details) such students have usually attended mainstream schools and this is the Government's preferred option. However, provision may also be made, dependent on particular needs, in other ways:
(Source: EURYBASE database at http://www.eurydice.org)
Students who attend special schools usually have severe learning difficulties. Students in CLIS and SEGPA classes have usually been designated with learning difficulties covering a large range of problems. 21
Further details on types of provision for students with special needs are provided in section 3.2.5.
In 1995, just under three per cent of students in primary and secondary schools in France attended separate, special schools.17
In 1999, the number of students in secondary education receiving some form of provision adapted to their specific educational needs was 118 000 in metropolitan France and 5 600 in the overseas territories. More boys than girls, and a large proportion of adolescents from immigrant families are included in these figures.15
In 2001-2, just over half of primary-age disabled children (48,200 out of 76,000) were being taught in 3,381 special integration classes (see above). Of the 20,000 disabled students of secondary school age, 2,800 were in 303 'educational integration units' (see above) attached to schools.24
At the secondary level (the information is not available for primary education), increasing numbers of students from socially disadvantaged areas are attending SEGPAs (see above). 21
In 2004, statistics showed that 1.83 per cent of children of compulsory school age in France attended special schools. 36
A substantial proportion of services for students with special educational needs in France is provided in establishments under the aegis of the Ministry of Social, Urban and Health Services (MSUHS).2
The 1975 legislation on disability allowed for the creation of a commission départmentale de l'éducation spécialisée (CDES) (commission on special education). This 12-member committee determines provision for each individual student with special needs and, if necessary, the allocation, to the parent or guardian, of a special education allowance. The CDES can delegate its powers regarding the guidance of the handicapped child to district committees with a more limited geographical jurisdiction. For primary school children, these are 'pre-elementary and elementary district committees' (CCPE) and, for secondary school students, they are 'secondary school district committees (CCSD). Cases of very young children of pre-school age with ailments leading to, or liable to lead to, a handicap that have been detected during compulsory medical examinations can also be referred to these departmental or district committees.2, 11
Since the passing of additional legislation in 1989, students with special educational needs have been divided into two categories: those officially registered with a special educational need through the CDES (see above), and those with disadvantages of a social, family or cultural origin.19