1. ORGANIZATION OF THE YOUNG DISABLED PEOPLE * CIF FRANCE

2. -The history of education of disabled people could be presented in 3 acts during the 20th century: -segregation -adaptation -integration -The evolution of these concepts, one passes to: -the concept of retarded or unadapted children -to th concept of desabled children and -to the concept of children with specific educational needs

3. Act 1:segregation -The answer to the education for disabled children in France took the form of segregation and specialized teaching -1909; the first law on specialized education with the creation of improvement classes.Disabled children are separated according thier handicap

4. ACT 2:Adaptation -In the 1960 years: a new policy of adaptation for disabled children with serious learning difficulties. --Education must adapt abnormal children to a normal system.

5. Act 3 Integration -The concept of integration appears in the law in the favour of handicapped people (June 30 1975) -This law sets up in national obligation for: -prevention and screening of the handicap -care -education -training and vocational guidance of minors and handicapped adults

6. 1999: Handiscol Plan introduced by Segolene Royal, Minister of Education, to support the schooling of the desabled children and teenagers in ordinary schools -30 years after the 1975 law, the results of this integration policy is better but remain modest. On 2004 more than 10 000 desabled children were not enrolled anywhere.

7. -February 11, 2005: a new law of the equality of rigths, opportunities, participation an citizenship of the disabled reaffirms the rigth to schooling of desabled youth from nursery school to university, and professional placement -Within 5 years an end must be put to the non schooling of disabled children. -This law lays down the priciples of non discrimination and equal opportunity: -The young handicapped must be covered by common law. -Public spaces must adapted in order to remove or to reduce the obstacles which hamper access to desabled: every public building must become accessible.

8. -Various modes of schooling of desabled pupils: -Individual integration in ordinary classes is a priority(Ministry of Education) -Collective integration in schools whenever individual integration is not possible(Ministry of Education) -Orientation towards a sociomedical institution when the situation of a child or teenager requires particular care ( Ministry of health)

9. INDIVIDUAL INTEGRATION IN ORDINARY CLASSES -Nursery school: 3-6 years -Primary shool: 6-11 years -Secondary school 1st cycle: 11-15 years -Secondary school 2 nd cycle: 15-18 years -Higher education --Full time or part time individual integration -The possibility of being accompanied by an education auxiliary to help the disabled pupil individually.

10. Collective integration for mentally handicapped pupils with sensory or motor handicaps in: -primary school integration classes -secondary school integration teaching units -assistance of an education auxiliary collective Orientation towards a socio-medical institution for overall care regarding: -school -educational -therapy -100 000 children and teenagers are concerned -The orientation towards a socio-medical institution is determined by Rigths and Autonomy Commission (law February 11 2005)

11. The socio-medical institutions are public or private(managed by Associations): -boarding schools -semi boarding schools -non – boarder Teaching is organized by specialized teachers Differents types of socio-medical institutions with a common goal: -to inform the child of all that is available -to ensure the rehabilitation, the educational techniques and the communication necessary for the child’handicap -to propose an accompaniment to the family and the entourage of the child -to work on an individual project for the child or the teenager

12. TYPES OF SOCIO-MEDICAL INSTITUTIONS. -Special education for children with intellectual deficiences(medico-educational institutes) -Poly-handicapped children: complex handicaps, mental / sensorial/ motor handicaps -Children with motor deficiences: extreme restriction of autonomy -Rehabilitation institutions: behaviour and personality disorders -Sensory education insitutions for children with visual or audio deficiences.

13. THANK YOU