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Innovations and developments - France

Observations can be made in particular on two sources:  the 2005 /2006 laws on the national diagnostic assessment system on the one hand, and the Law on equal rights and opportunities, participation and citizenship of disabled persons of February 11, 2005 on the other.

The different annual circulars dealing with the national assessment protocols have always been resolutely focused on diagnostic assessment practices in order to provide responses to learning difficulties encountered by pupils.  The 2005/2006 circular strengthens the innovation present in the previous circular and states the need for prevention and identification of difficulties as soon as possible.  Thus in addition to the assessment protocols of the 6ème class and CE2, experimentation with a protocol in CE1 is considerably expanded.  Moreover this circular more than ever, and also the Law for the future of education, encourages teachers to prepare personalised assistance plans based on the analysis of the results of the assessment. Lastly, a strong impetus is provided to develop the bank of assessment assistance tools by calling upon Directors of Regional Departments of Education on the occasion of the beginning of the 2005/2006 school year. 

The Law on equal rights and opportunities, participation and citizenship of disabled persons provides for, in the framework of Centers for disabled persons in each département, an assessment team including persons specialised in different subjects in charge of assessing the compensation needs of the disabled child and posting to that child a personalised compensation plan, made up of, among other elements, a personalised education plan. Innovation lies in the fact that instead of a personalised integration plan, from the very start that the question of giving priority to educating the pupil in an ordinary school is raised.  Moreover, the concept of specialist teaching is replaced by adapted teaching, i.e. the notions of “specialist” and “separate treatment” are replaced by the idea that we must seek to adapt ordinary teaching to the disabled pupil.

These two examples are revealing, they show the present determination to develop inclusive schools.

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