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Saumur. IME Chantemerle and Clos Coutard complete class: ADAPEI 49 responds to SNUDI-FO 49

“We would like to express our strong disagreement with the controversial remarks made by the author of the press release published on 08/11/22 in the “kiosque de Saumur” with reference to our outdoor classroom, which was installed for six years In school. of “Clos Coutard”. Here are our responses to the falsehoods we find in this press release:

“Budget restriction policies. Under the guise of “inclusion” of children with disabilities in schools, the government is making savings on their backs, closing the institutions in which they were cared for to meet their needs. » There is no connection between the policy of budget restriction and inclusion, since the employees and the running costs of our class transferred to the school in Clos Coutard are supported by the IME “Chantemerle”, with a budget paid by the Regional Health Agency (Ministry of Health Health) and not from National Education. No medical-social institution that welcomes children with disabilities has been closed in the territory of Saumur. On the contrary, many services have been opened to support their education in ordinary settings (home care service, mobile resource team combining National Education and the medico-social sector, ULIS classes, kindergarten classes specialized for autism, etc. )

“Due to the lack of places in the structures adapted and designed for them, students with special needs are more and more to be left without help in regular classes. Outsourced classes are one aspect of this organized destruction. » For SNUDI-FO 49, the real results of this “low-cost comprehensive school” are thousands of students with special needs placed by default in a mainstream environment when they should be cared for by specialized teachers. It is also the denial of the right to all students to be able to benefit from an appropriate education regardless of cost. These remarks testify to the ignorance of this mechanism of involvement. These 7 young people, registered in the workforce of IME (Health budget) are educated by our professionals in the school which hosts the outdoor classroom where they benefit from specialized support (educational and teaching) by professionals of IME Chantemerle. FYI, there are 3 professionals for these 7 children. There is no connection, either, between the creation of an outer class and the fact that they are missing “Help in regular classes”. On the contrary, in many cases we have responded to the requests of fellow teachers of this school in the spirit of support and partnership.

“Through this strategy, borrowed from the cuckoo clock, IMEs are gradually outsourcing their services and their staff, thus taking a further step towards their dissolution. » This comparison is disparaging and denigrates all the efforts made to promote the inclusion of children with disabilities. It shows a negative representation of inclusion in principle, which is nevertheless defined as national policy and priority by the state! For the spaces we use, they are in additional rooms of the school’s normal operation, which were free. We invite you to read, at the end of this text, the introduction of what inclusion is.

“The director of the IME puts forward the interests of the students of his class (those who already have a place in the IME) without taking into account those of the neighborhood children who wish to be educated in the school closest to their home. they, since they have the right (Montchamp law)… as well as the fact that an opening had been awaited for 2 years at Clos Coutard. This speaks volumes for the interest in this class: there is no long-term goal. Should inclusion be at the expense of others? The inclusion of children with disabilities is closely related to children in neighborhood schools. Being “with others” is the very principle of the inclusive school and the values ​​it carries. Inclusion is not a denial of the specific and special needs of children with disabilities. Rather, it is based on respecting these needs. In terms of long-term objectives, just read the extract attached below from the agreement signed by National Education, the city and Adapei 49 to understand its richness and interest.

Today, we are pleased to announce that, thanks to the mobilization of the National Inspector of Education, the elected officials of the city of Saumur and the municipal education department, we will be able to transfer our outdoor classroom to a new school in Saumur for the beginning of 2023 and continue this comprehensive project for the greater benefit of the young people we welcome. The inclusive school can only be built in partnership. It worries us all. »

(1) Read the SNUDI-FO 49 press release here: https://www.le-kiosque.org/saumur-ecole-inclusive-un-manque-de-moyens-avere/

To go further: Extract from the agreement between the school of Clos Coutard, IME Chantemerle and the municipality of Saumur

It is based on the decree of April 4, 2009, resulting from the law of February 11, 2005, which defines the rules for cooperation between medical-social institutions and national education. In this perspective, the implementation of all measures that contribute to the promotion of complementarity and better cooperation between the resources provided by both the national education and the medical-social sector, represents a priority objective.

– The presence of IME children in school enables other children to have access to civic values ​​such as respect for differences and solidarity.
– The objective of this action is to stimulate children by involving them in the usual school context so that they develop their social skills as well as their learning skills.
– It also means promoting the integration of children with disabilities including the teaching team, the municipal educational team and that of the IME; improve their communication within a regular school environment.

It is also about contributing to the orientation defined within the law 2005-102 on equal rights and opportunities, participation and citizenship of persons with disabilities.

Inclusion may allow:
– To take into account the request of families regarding the orientation of their child and to be involved in the follow-up of his education.
– Promote interactions between children during teaching time, in a safe environment, supervised by a multidisciplinary educational team.
– Help change the views of adults, professionals and parents about disability by providing shared experiences, with qualified professionals able to impart life skills and knowledge to untrained people.

As a memory: The young child constructs his identity by perceiving the differences and similarities of others. Very early on, he associates positive or negative connotations with it: depending on the messages he receives from the adults around him. His ability to meet the Other depends on this experience. Letting young children discover themselves, recognize differences, talk about similarities, contribute to their construction and the image they will have of difference.

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