Presentation of the FLT “inclusive school” group
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.
- 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 firstname.lastname@example.org.
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