If education and access to school for all children, whatever their disability, is a fundamental right, enshrined in the “disability” law of February 11, 2005, we are still far from a fully inclusive school. . Admittedly, the number of children with disabilities accommodated in ordinary class has more than tripled since 2006, but “there is a gap between the political discourse and the reality of the inclusive school”, denounces Laetitia Aresu, national secretary of the school. Sgen-CFDT.
In the field, families, like the AESH, note that this quantitative progression is often done to the detriment of the quality of the reception. Lack of recognition of accompanying persons, recruitment difficulties, lack of training … the list of dysfunctions is long, which also affect time …
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