SCHOOL FOR ALL
For over 150 years
A historic commitment to inclusion and supporting each student in their uniqueness
Who are the Students with Special Educational Needs (SEN) at DBT?
Definition of Special Educational Needs (SEN)
Students with Special Educational Needs (EBEP/SEN) require adapted support to succeed in their academic journey. They exhibit diverse profiles requiring specific attention.
Diversity of Profiles
(SEN)
– Learning disorders (dyslexia, dyspraxia)
– Behavioral and attention disorders
– Physical or sensory disabilities
– High intellectual potential
Possible Limitations of Inclusion
Human Resources
The lack of trained and available personnel can limit the quality of individualized support necessary for certain students.
Material Adaptation
Specialized infrastructure and equipment are not always available to meet all specific needs.
Classroom Management
The balance between attention given to SEN (Students with Special Educational Needs) and the collective dynamics of the group can sometimes represent a pedagogical challenge.
Intervener Coordination
The multiplicity of stakeholders (teachers, specialists, families) requires fluid communication that is not always easy to maintain.
Steps for DBT Support
Observation and Reporting
The teacher identifies difficulties and informs the educational team as well as the family.
Needs Assessment
An in-depth analysis is conducted with relevant professionals to determine the nature and extent of needs.
Implementation of the Support Plan
A tailored support plan (Individualized Support Project (ISP), Personalized Educational Success Program (PESP), Personalized Support Plan (PSP)) is developed in consultation with all stakeholders.
Monitoring and Adjustments
Regular reviews allow for the assessment of the plan’s effectiveness and the implementation of necessary modifications.
ICP
Conditions
Individualized cARE Plan (ICP)
The ICP is for students with chronic conditions requiring specific accommodations within the school setting.
Main Objectives
- Facilitate the student’s welcome and integration
- Ensure continuity of care in the school environment
- Specify emergency medical interventions
- Organize daily life accommodationsThe ICP is developed in collaboration with the school doctor, the family, the educational team, and the healthcare professionals who monitor the child.
Examples of situations: diabetes, severe allergies, asthma, epilepsy, heart conditions
Conditions of the PESP
Personalized Educational Success Program (PESP)
The PPRE is developed by the teaching team in close collaboration with the family and is subject to regular evaluations to measure the student's progress. (PESP)
For Whom?
Students experiencing significant difficulties in acquiring fundamental skills, particularly in reading, writing, and mathematics.
Duration and Review
A temporary measure implemented for a defined period, usually a quarter or a semester, renewable based on progress.
Concrete Actions
Targeted support activities, pedagogical differentiation, small group work, and adjustments to teaching methods.
The PESP is developed by the teaching team in close collaboration with the family and is subject to regular evaluations to measure the student's progress. (PESP)
Conditions of the
PSP
PERSONALIZED SUPPORT PLAN (PSP)
The PSP (Personalized Support Plan) concerns students with lasting learning disabilities but who do not require disability compensation.
Medical Diagnosis
2
Educational Accommodations
Multi-year Monitoring
The PSP supports the student throughout their schooling with annual reviews
Psychological Assessment
The COEUR+ offers comprehensive assessments to precisely identify the student’s cognitive, emotional, or behavioral difficulties and guide support.
Specialized Interventions
Individual or small-group sessions are organized with psychologists and therapists trained in special educational needs (SEN).
Family-School Collaboration
The COEUR+ facilitates communication among all stakeholders and coordinates actions to ensure consistency of support.
This service constitutes an essential link in the inclusion framework, offering specialized expertise complementary to daily pedagogical action.
Support at the
Specialized Service
The specialized service brings together various professionals to offer comprehensive and coordinated support tailored to each student’s needs.
Re-education of oral and written language disorders
Work on coordination and tonico-emotional regulation
Adaptation of movements and the work environment
Stages of support
Phase 1: Identification
Identification of difficulties by the teacher and initial consultation with the family to consider appropriate support.
Phase 2: Evaluation
Completion of assessments by specialized professionals (speech therapist, psychologist, doctor) to establish an accurate diagnosis.
Phase 3: Plan Development
Collective definition of the support system (ICP - Individualized Care Plan, PESP - Personalized Educational Success Program, PSP - Personalized Support Plan) with clear objectives and specific accommodations.
Phase 4: Implementation
Deployment of planned actions in class and in specialized services with coordination of all stakeholders.
Phase 5: Continuous Evaluation
Regular assessments to measure progress, adjust interventions, and ensure long-term monitoring of the student.
Inclusion is a dynamic process that requires commitment, collaboration, and constant adjustments to ensure the success of every student with special educational needs
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