Inclusive school: a pathway for everyone
The aim of an inclusive school is to ensure a high-quality education for all pupils, from nursery school through to secondary school, taking into account their individual characteristics and their special educational and pedagogical needs.
This FAQ (frequently asked questions) describes the support available to the pupils and their families at the Lycée Français in Bilbao and answers questions about the identification of needs educational and pedagogical special needs throughout the course of schooling.
1. What is a pupil with special educational needs?
A pupil with special educational needs (SEN) is a pupil who requires special teaching or support to overcome difficulties related to learning difficulties, such as dyslexia, dyscalculia, dysgraphia, ADHD (attention deficit hyperactivity disorder, with or without hyperactivity) or other specific learning difficulties.
2. What support is available at our school for pupils with learning difficulties?
Our school offers a range of support programmes for pupils with special needs, such as:
– Personalised Support Plan (PAP): A PAP is a document that sets out the educational arrangements required for a pupil, based on their specific needs.
It is drawn up in collaboration with the teaching staff, parents and, where necessary, health professionals.
– Personalised Programme for Educational Success (PPRE): This programme is aimed at pupils experiencing significant learning difficulties. It offers enhanced support to help pupils make progress in their learning. It enables the coordination of personalised support, which can be provided at any stage of schooling, whether at primary school, lower secondary school or upper secondary school. It offers a range of support options, from differentiated teaching in the classroom to specialised support. They must:
- to identify needs through an assessment
- set a limited number of specific objectives
- be based on skills already acquired
be defined over a period relatively short, potentially renewable - explain to the pupil and his family
- include provisions for assessing the progress made and the measures for follow-up which should be adopted
– Personal support: a personal support worker may be made available to the pupil to assist them with certain activities or help them adapt to the demands of school life. In the specific context of French secondary schools abroad, the cost of this human support is borne by the pupil’s family, who maintain the contractual relationship with the designated person; an agreement signed with the school authorises the presence of this human support
in class during the learning periods specified in the special educational plan. If necessary, the school may help the pupil find a support worker where resources are available.
– Exam adjustments: Adjustments may be offered during assessments and exams to compensate for the pupil’s difficulties (extra time, use of a computer, etc.).
3. What is the role of the school psychologist in providing support for the pupils with special needs?
La psicóloga escolar desempeña un papel fundamental en el apoyo a los alumnos con necesidades especiales. Sus funciones incluyen :
- Needs assessment of the needs: Based on a report on a difficulty (by the teachers, the family or a healthcare professional from the health service), the school psychologist observes the pupil in classroom situations during (during learning activities) to identify any difficulties with
learning and understand the needs specific of the pupil. - Support for families: The school psychologist works in close collaboration with families to help them to understand the difficulties faced by their child, guide them towards appropriate solutions and to offer them the best support possible, particularly as far as is concerned with regard to the carrying out of the
assessments required. - Implementation of adaptation measures: Once the assessments have been received, the educational psychologist analyses them and draws up a summary for the teaching team. This summary and the resulting recommendations for school-based adaptation contribute to the development and monitoring of individual support plans (ISPs) and other measures.
- Psychological follow-up: The psychologist carries out a follow-up on a regular basis of the pupil to assess the effectiveness of the adaptations made and adjust the interventions if necessary .
4. How is a Personal Support Plan (PAP) drawn up?
The PAP is drawn up on the basis of a report from teachers, parents or a health professional. The school psychologist is called upon to carry out an in-depth assessment, observing the pupil in class and analysing the various assessments carried out to understand the causes of the pupil’s difficulties at school. An educational team meets to assess the pupil’s special educational needs and determine the necessary adjustments.
Parents are kept informed and involved in the process. The PAP is reviewed annually and adjusted in line with the pupil’s progress.
5. What steps should parents take to get help for their child?
Parents can request a meeting with the class teacher, the school psychologist or the school management to discuss their concerns. If they have already done so, they can also provide medical assessments or reports that help to identify their child’s specific needs. Based on this information, the school can propose an Individual Education Plan (IEP) or other appropriate support measures.
6. Who can diagnose a learning disability, and how is it diagnosed?
Learning difficulties are usually diagnosed by specialist healthcare professionals, such as neuropsychologists, speech and language therapists or medical specialists (paediatricians, neurologists, psychiatrists). The school psychologist may also carry out a preliminary assessment and refer parents to the appropriate professionals for a full diagnosis.
7. How does the school take pupils’ specific needs into account during exams and tests?
For students who are covered by a PAP or another support scheme, special arrangements may be made during assessments. These may include adjustments to the exam format, extra time, the use of special aids (computers, screen-reading software, etc.) or other measures designed to compensate for the student’s difficulties.
8. Are these devices recognised by the French Ministry of Education?
Yes, accommodations such as the PAP and accommodations for the exams are recognised by the Ministry of Education in France and are designed to ensure that all the students have the same opportunities to success, taking into account their specific needs.
9. How does the school work together with the parents to monitor the progress of pupils with special needs?
The school regards parents as key partners in supporting pupils with special needs. Regular meetings are organised – often attended by the school’s psychologist – to review the pupil’s progress and adjust arrangements where necessary. Parents are also encouraged to communicate regularly with teachers and the educational team.
10. What additional resources are available to parents and pupils?
The school can refer parents to external resources such as specialist organisations, health professionals or diagnostic and rehabilitation centres. The school’s psychologist is also a key resource for informing families about the tools and steps they can take to support their child.
11. What should parents do if they are not satisfied with the measures taken for their child?
If a parent feels that the arrangements made do not meet their child’s needs, they are encouraged to discuss the matter with the teaching staff, the school psychologist or the school management. If necessary, an additional meeting can be arranged to review and adjust the arrangements. Parents may also seek external support.
12. Is there any specific support available for medical conditions?
In the event of medical problems, an individual care plan (ICP) is drawn up.
If the family is aware of a medical condition or disorder, they must inform the school nurse or the school management so that an individual support plan can be put in place. This support is intended for pupils with chronic conditions, food intolerances or allergies. An individualised support plan sets out the necessary adjustments (timetable changes, exemptions from certain activities, organisation of support activities, etc.). It is drawn up in consultation with the pupil’s GP, who ensures that medical confidentiality is respected.
Contact:
If you have any queries or would like to arrange a meeting with the team educational or the psychologist at the centre, please get in touch with the secretary’s office at the school at the following address: administration@lyceefrancaisbilbao.net
