At the Joey de Vivre School in Strasbourg, the education of children with disabilities is a priority

Parents and children are waiting in front of the school gate. Wearing a sweet pink hijab, Sophie rests her hands on her son Adam’s chair (Some first names have been changed), At 7 years old, Duchenne suffers from muscular dystrophy. He flashed a wide smile. This is what Western Muslims enjoy “Tolerance that reigns in schools. Beyond culture and religion, an inter-communal brotherhood is advocated.”

It takes a curved plane serving two local inclusive education units (ULIS) at the Joey de Vivar School in Strasbourg. When the Apprentis d’Auteuil Foundation took over the premises, accessibility work was done. “I sometimes reject files, Director Nadine Saloun expressed regret, Because our capacity is limited to 24 students with motor and / or cognitive function disorders. A

Joie de Vivre School can accommodate up to 24 students with motor and / or cognitive impairment. The activities offered include equity therapy and hip-hop dance lessons (above).

Abdeslam Mirdas / Hans Lucas for life

Five accompanying persons for eight students

Stylish with its yellow walls, first-class Ulysses is organized on three office islands. She has eight children and five adults. The teacher, Preeti, is sitting among four students who are writing on their white slate. “Count again, Nathan: 1, 2, 3, 4 and it takes 5, so something is missing …?” A The baby runs. “Others, you write” Ra “. Think of the call… Bravo Leo, you can delete. Lucy, don’t look at her, believe in yourself!” In contrast, Lewis proudly holds his slate on which he adds a line to each success.

On a neighboring island, a brunette with multiple autism is shaking. “You’re in a good mood this morning, Clara.” Arranges the letters of the alphabet in front of him and comments support for students with disabilities (AESH). A child enters the classroom and Clara smiles and raises her hand to greet him. After practice, the first team meets in the game corner for a cooperative game.

“Inclusion builds bonds in all children”

In the wooden-floor gymnasium, 22 children form a circle around jogging instructors who introduce them to hip-hop. “The spider stands on its arms and legs and it spins.”, He repeats, according to the verb with the word. Students reproduce the movement as much as possible.

Margaux also introduces herself using her pink walker. Everyone stood up for the free dance. The little carrier of Trisomy 21 moves forward alone in the middle and improves movement, while others applaud him. “Inclusion builds bonds in all children, Note Oma, an AEHS. They mix and play together without problems. A

Students also know that they can come and knock on the door of clinical psychologist Audrey Klaus. This employee of Apprentis d’Auteuil spends one-fourth of his time at school and three-quarters of his time at the adjacent Saint-Franোয়াois social children’s home.

Her desk is full of drawings, games, sculptures, modeling paste … “These are all media that show distance and promote speech. They help the child to express the emotion that transcends him and to understand it better. A

Assess the specific needs of each child

At the request of parents or teachers, he came to observe certain students in the class. “Once a year, I meet with every family whose children are educated in Ulysses, with reference to the disabled and the group that accompanies them. A Opportunity to update student files and re-evaluate their specific needs.

“We will recite the poem”, Warns Katherine, a teacher in another Ulysses class. Sara, a smiling 9-year-old African braided girl, a volunteer: “Trees tremble in the wind …” Elisa sits in her shell armchair listening. “Do we have to paint the drawing? A Asks a student, apparently inspired.

Hugo, a 12-year-old blonde with smiling eyes, recites verses in her turn in a choked voice, then her AESH removes her belongings. “I am with her all the time: she uses only one hand. He instructs me and I write; I help him get dressed, eat; I hold her hand while she paints. A

Horse riding as therapy

“Tomorrow, we’ll ride the pony”, 8-year-old Nathan explains. The Apprentis d’Auteuil Foundation funds Equine Therapy sessions. Shalom added: “I have a horse named Toner. I’m not afraid, we can hug and kiss him. It’s pffrrrr … ” The baby neighbors perfectly. “Fear not!” Justin, 7, who jumps to see the long-awaited birthday cake.

“I really like this reception for children with disabilities, Maya says, 22, civil service. They need help, they are spontaneous and dear. A Preeti interviews a dysfunctional student: “Do you like chocolate?” He repeats the question, along with the gesture. “It’s Makaton, A simplified sign language used with non-verbal children, He says to one side. It helps them communicate. A

Virginia is a “shared” AESH. She is caring for an 11-year-old student in the morning who has an autistic sister disorder with an obsessive-compulsive disorder that does not fall. In the afternoon, she goes to an educational and pedagogical therapeutic institute to support her learning. Virginie then follows Lewis, a 7-year-old, very premature baby, dyspraxic. In the morning, the latter are educated in Ulysses and in the afternoon in a general environment, CP. He benefited from two part-time AESH.

Here, children learn to be together in class and on vacation.

Abdeslam Mirdas / Hans Lucas for life

“Here, I felt, heard and was not judged.”

“You need to adapt constantly: schedule, type of disability, with different teachers”, Details Virginia. This 40-year-old received 60 hours prior training sent by the Rector. He emphasizes the importance of teamwork: “Here, I felt that I was heard and not judged. Problems are sometimes heavy, we do not always feel able to change a child or face a crisis. Need to support each other, must be able to pass the baton. A

“Inclusive schooling is a team affair”, Director Nadine Saloun confirmed. He makes his point through an anecdote: One day, a CE1 student with a recognized disability had a seizure in class. The person engaged in civil service went out with him. An educator came to hang out in the hallway. Then the director said. Nothing helped.

Meanwhile, an African monk came and started the baby: “Do you want to come and cook with me?” A And the boy followed her to the canteen. The director continued with a smile: “I reminded the teacher that I did not expect her to solve all her problems. Combined responses to disabilities associated with disability. A

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