2023-10-13 05:00:04
DIn a class of twenty-eight children, it is estimated that on average, at least two students are affected by learning disorders, also called “dys disorders” because they include dyslexia, dyspraxia, dyscalculia or dysphasia. This corresponds to 7 to 10% of the school population.
Behind these words hide more or less severe dysfunctions of the cognitive functions of the brain, which affect language, reading, calculation, writing and even attention. Because they are better understood from a neuropsychological point of view and, therefore, better identified, the number of these students continues to grow. One thing is certain: we are faced with a public health and education challenge that is growing every year.
Faced with this phenomenon which is expected to last, it is urgent to invent solutions adapted to the clinical and educational specificity of these disorders. If being “dys” does not condemn you to academic failure, the difficulties that hundreds of thousands of young people face represent a challenge for all the teaching and administrative teams of national education.
A risk of educational impasse for “dys” children
France has set itself an ambitious mission: to guarantee inclusive schooling for all, that is to say a school which “ensures quality education for all students, from kindergarten to high school, by taking into account their uniqueness and their particular educational needs”.
Today, national education therefore strives to welcome children throughout their entire schooling and to offer support for students with disabilities, often provided by specialized staff such as those accompanying students with disabilities. disability (AESH), whose number, modest fifteen years ago, is on the way to reaching the mark of 150,000 people.
However, this system, whose financial sustainability can be questioned, risks constituting an educational dead end for “dys” children. Indeed, if they can learn as well as others, they cannot always learn in the same way, including with the particular support of human help.
Mobilize all stakeholders in the educational community
Like all students, “dys” children must learn to learn but often with different tools in order to build their autonomy, essential to guarantee the success of their path to the baccalaureate and in higher education. Useful in certain circumstances, the presence at their side of poorly trained staff (and sometimes not at all, unfortunately!) will not allow the “dys” child to achieve these objectives.
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