The Commissions

Each regional directorate for primary education has an inclusion commission (CI).

It may be contacted either by the parents or by the teaching staff with the parents’ written approval.

The inclusion commission (CI) has the following tasks:

• to inform parents about the various support measures to be proposed;
• to define, if necessary, the appropriate measures to be proposed to the pupil;
• to instruct, as the case may be, the support team for pupils with special educational needs (équipe de soutien des élèves à besoins éducatifs spécifiques, ESEB) of the regional directorate to draw up a diagnosis of the pupil’s needs

These measures are then included in the pupil’s individualised support plan (plan de prise en charge individualisé) which is adopted by mutual agreement between the CI and the parents.

The CI supervises the implementation of the individualised support plan and evaluates the latter on an annual basis to integrate any adjustments deemed necessary to ensure the pupil’s educational progress.

The CI appoints a reference person for each pupil. This person is the contact person for the pupil and their parents.

The CI may also contact the Commission nationale d’inclusion (CNI, National Inclusion Commission) with the parents’ written agreement if it considers that the pupil requires specialised care.

Every secondary school has an inclusion commission (CI).

It may be contacted by the parents or the adult pupil. It may also be contacted by the Service psychosocial et d’accompagnement scolaires (psycho-social counselling and school support service), by the school director or by the school’s support team for pupils with special educational needs (équipe de soutien des élèves à besoins éducatifs spécifiques, ESEB) with the parents’ or adult pupil’s agreement.

The inclusion commission (CI) has the following tasks:

• to inform pupils and parents about the various support measures to be proposed;
• to define, if necessary, the appropriate measures to be proposed to the pupil;
• to instruct, as the case may be, the support team for pupils with special educational needs (équipe de soutien des élèves à besoins éducatifs spécifiques, ESEB) of the secondary school to draw up a diagnosis of the pupil’s needs.

These measures are then included in the pupil’s individualised training plan (plan de formation individualisé, PFI) which is adopted by mutual agreement between the CI, the pupil and the parents.

The CI ensures that the individualised training plan is implemented and evaluates the latter on an annual basis to integrate any adjustments deemed necessary to ensure the pupil’s educational progress.

The CI appoints a reference person for each pupil. This person is the intermediary between the pupil, their parents and the people in charge of implementing the individualised training plan (PFI).

If the CI believes that reasonable accommodations are required for the pupil, it can submit an application to the Commission des aménagements raisonnables (CAR, Reasonable Accommodations Commission), provided the parents or adult pupil have given their consent.

The CI may also contact the Commission nationale d’inclusion (CNI, National Inclusion Commission) with the parents’ or adult pupil’s written agreement if it considers that the pupil requires specialised care.

The Commission des aménagements raisonnables (CAR, Reasonable Accommodations Commission) is for pupils enrolled in secondary education and adult education. It may be contacted in order to adapt the learning environment to the pupil’s special educational needs so that they can demonstrate the skills they have acquired.

The task of the Commission des aménagements raisonnables (CAR, Reasonable Accommodations Commission) is to decide on reasonable accommodations to be granted to:

• pupils in secondary education
• pupils in adult education

A reasoned request may be submitted by the secondary school’s inclusion commission (CI) substantiated by a case file and on the condition that the parents or the adult pupil have given their written consent. A reasoned request may equally be submitted by the parents or the adult pupil.

In addition to the measures that are implemented within primary and secondary schools, the CNI can be consulted regarding any request for the setting up of specialised care by one or more competence centres for specialised psychopedagogy, in particular:

• specialised ambulatory intervention;
• special schooling;
• special care in the form of rehabilitation or therapy;
• specific learning workshops.

The inclusion commissions (CI) of primary and secondary education, the approved bodies in the social, family or therapeutic field and the pupil’s/pupil’s doctor may contact the CNI on the condition that the parents or the adult pupil have given their written consent. The parents and adult pupils are also entitled to send their application directly to the CNI.