Disabled children also have the right to go to school: Mylan Dooth’s column on inclusive school themes
By Mylan Douthe. In April, I met Magali Coulaud, a member of the TousDys Association, which welcomes and stays with children with the disorder within the framework of the EDEYS school. What a joy it was to see the help of a multi-disciplinary team of professionals dedicated to implementing the system that was able to restore the taste of school for all these young men and women.
Education must be an element of liberation and a guarantee of full and complete citizenship, for young people with disabilities like everyone else. Knowing how to read, write, count, as well as form an opinion, form an opinion, build one’s own personal and professional career, strengthens one’s ability to work: many educational challenges for all children and young people who never stop in school.
Remember that, according to the United Nations, it is absolutely right: “The foundation of a quality education is the key to improving people’s lives and sustainable development.”
Inclusive schools are not yet effective in France
In France, contrary to the declared purpose, inclusive school is not yet an effective reality. Currently, many children and young people with the disorder face school barriers to accessing their education. And this includes their schooling due to structural inadequacy of education (content and methods), strict school standards, lack of support, lack of professional training, space and unavailability of teaching materials.
Faced with this harsh everyday reality, young people with disabilities are most clearly hit by an unequal fate, because they are actually more at risk of failure than others, and therefore end up falling apart. Of course!
A reality that is unacceptable and against which we must all stand together!
The system must adapt to the baby
It is true, there is a real structural problem. We still forget the need to change the paradigm in institutional activities. In fact, it depends on the system adapted to the baby and not otherwise! Admittedly, the education of students with disabilities is advancing to the level of national education; But in reality the tree hides the forest. Quantitative growth will in no way force us to forget our breaks and exclusions, regardless of the schooling method, not to mention the complexity of the system and the numerous inefficiencies.
All the bets that we have to make alive and thus tend to reduce the gap between good and really good school and the child. This requires, first of all, to make knowledge readily available, which will undoubtedly benefit everyone!
How to do it concretely? Well done EDEYS every day at school with children suffering from the disorder. This means, outside of the necessary compensation, all educational adjustments and adaptations so that each disabled student can follow the lessons (several educational approaches, including references to the school curriculum define specific educational objectives for the student …)
Arrange for schooling for children with the disorder
In addition to the accessibility of space and knowledge, children and adolescents with disabilities may need other adaptive responses to follow their learning at all stages of their journey. Computers for taking notes, voice synthesis … many useful tools to help young people succeed in school. It explicitly assumes that the person concerned is paying attention to the needs.
In fact, many students are subjected to supportive methods that are not appropriate for them regardless of their opinions. And this, though freedom of choice is at the heart of the supernatural law in this matter.
Develop your own knowledge about society and others. Build confidence in yourself and your abilities, gradually improve your skills, prepare your future in a society that is still often inappropriate … This is the whole purpose of EDEYS: to open the field of possibilities in school with dys affected children.
The challenge, therefore, is that these support systems can be seen as complementary to national education, in order to disrupt courses and thus avoid social exclusion for young people with disabilities.
“With a motor disability, I attach great importance to activism. For me, commitment is the key to a united generation. My column reflects my ambition to build a more sustainable, inclusive and united society.”