Secondary education

Each secondary school has a support team for pupils with special educational needs (équipe de soutien des élèves à besoins éducatifs spécifiques, ESEB). The ESEB members support pupils to enhance their well-being, autonomy, personal development and participation in school life. They advise the parents and the teachers and may themselves provide ambulatory support to pupils with special educational needs.

At the request of the inclusion commission (CI), they may draw up an initial diagnosis, providing ...

The role of the secondary school’s CI is to inform the pupils and parents about the different support measures available, and where applicable, to pinpoint the appropriate measures to be offered to the pupil. These measures are then included in the pupil’s individualised training plan (plan de formation individualisé) 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 CAR defines the reasonable accommodations granted to the pupil in order to adapt the learning environment to their needs, so that they can demonstrate the skills they have acquired. 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. The parents and adult pupils are also entitled to send their ...

In addition to the measures that may be implemented within schools, the CNI can be consulted regarding the setting up of specialised ambulatory intervention (intervention spécialisée ambulatoire, ISA), special schooling, rehabilitation and therapy or specific learning workshops at a competence centre for specialised psychopedagogy. In cases where the pupil’s special educational needs demand specialised care that cannot be provided by one of the competence centres, the CNI may offer to enrol the pupil in a ...