At the beginning of the 2021 school year, the FLTs created a  committee of 6 parents to provide suggestions on inclusive schooling and offer better support for students with special educational needs (EBEP).

This includes all students who benefit from special support, as formalized by :

• a PAI that allows for adjustments to the school curriculum and/or setting, medical treatment at the school, and may include an emergency protocol. This is directed at students with chronic pathologies, food intolerances, or strong allergic reactions
• a PPRE that allows for diversified and differentiated pedagogical interventions for students with insufficient mastery of certain skills and knowledge, usually for a short period of time (7 weeks). This includes a provision for allophone students (non-French speakers in our case). 
• a PAP which allows for educational adjustments and adaptations for students with learning disorders (‘dys’ disorders: dyslexia, dyscalculia, apraxia of speech, dysgraphia..).
• a PAP-EIP which allows for educational adjustments and adaptations for intellectually precocious children.
• a PPS which allows for the provision of educational adjustments and adaptations, adult support (AESH), and/or the provision of adapted educational materials for students with a disability (e.g.: diagnosis of ASD, ADHD,…).  Since September 2021, the family can apply to receive financial support (regardless of income),  to pay for the AESH, if the child is a French national.

Objectives of the group

• to accompany families whose children may benefit from one of the above schemes or for whom the teacher asks for an individualized follow-up, which may possibly include one of these schemes above.
• to help with the preparation and submission of the MDPH application.

First actions of the group

• Meeting with Corinne Truffier and Isabelle Tarde who are in charge of the issue of inclusive schools for the Fapée (association of parents’ associations of French high schools abroad).
• Meeting with the management team of LFI Tokyo (primary school director, headmistress, deputy headmistress, CPE, EBEP coordinator).
• Meeting with Thierry Vial, Inspector of National Education for the Asia North Pacific zone.
• Meeting with Nicolas Tajan who is in charge of these questions at LFI Kyoto. 
• Communication of the creation of the group to the School Councils.
• Dissemination of a free training “vis ma vie de dys” organized by the Fapée. 

Projects

• Meeting with the social services of the consulate on the issue of MDPH applications
• Creation of a Trainings resource listing trainings available for parents, AESH, teachers, and high school staff, classified according to the type of disorder/disability.
• Creation of a resource listing French, English, or Japanese speaking professionals who can provide consultations, in Tokyo or remotely (speech and language therapist, occupational therapist, psychometrician, psychologist…).
• Talk and exchange group for parents, see https://www.familles-lycee-tokyo.com/fr/event/rencontre-flt-ecole-inclusive/

If you are interested in any of these projects or would like to contribute to any of the resources, please contact us at ecole-inclusive [at] familles-lycee-tokyo.com (replace [at] with @).

Many acronyms…

AESH : Learning Support Assistant for students with disabilities 

CPE: Educational Head Supervisor

EBEP: child with special educational needs

EIP: intellectually precocious child

MDPH: departmental house for disabled people 

PAI: individualized provision plan

PAP: personalized support plan

PPRE: a personalized program for educational success

PPS: Individual Education Plan 

ADD/ADHD: attention deficit disorder with or without hyperactivity 

ASD: autism spectrum disorder