I.                    AT SCHOOL

Name of the System and finality

Operating Procedure

(publics, participants, time, duration, place)


Ø    First of all, the differanciated instruction is essential in the class. The national curriculum insists on the importance to consider the different pace of learning to help each pupil to develop his skills. The differanciated instruction and the help for pupils with difficulties begin in the classroom.

Only the teacher and the pupils, anytime and/or during the time devoted to it in the schedule. The duration depends of the needs (groups of needs, projects, workshops...)


Ø     PPRE :

Programmes Personnalisés de Réussite Educative, which means Personnalized Programme for Educationnal Achievement. => Specific and short plan of action to prevent the difficulty and make adjustements.


The Head of the school and/or the Principal propose to the parents to establish a PPRE. The teacher leads the project with the help of the RASED and other partners involved such as the School Medical Service or the logopedist.


Ø    RASED Interventions (Primary School only). The RASED Network was created in 1990 to bring a very specialized help for pupils whose difficulties can’t be solved by the teacher in the class. There’s an in-depth analysis of the difficulties (roots...).  

When ? When the differanciated instruction is not enough. These interventions are made by specialized and certified teachers able to deal with severe difficulties and to take appropriate remedial actions. They work during the scholar time in accordance with the family and external partners. It’s a global solution : Learning, re-education and psychological.




Sometimes theses structures host children with a MDPH notification (Children with a physical and/or mental disability)


Ø    les classes d'intégration scolaire (CLIS en école primaire) => The School Mainstreaming Class (Primary School).

The School Mainstreaming Classes (CLIS) are located inside the school and host children with a mental, physical, hearing or visual disability. The pupils recieve an adapted education inside the classroom but also share activities with the other pupils of the school.


Where, with who ? Inside the primary school, with a specialized teacher.

Ø    CMPP (Centre Médico-Psycho-Pédagogique) => Medico-Psycho-Pedagogical Centre.

Medico-Psycho-Pedagogical Centres (CMPP) play an active role in the children and teenagers  mental health policy. They are in charge of the detection and identification of mental disorders, educationnal support, re-education, therapeutic care. The purpose is to help the rehabilitation of the child while maintaining him in his accustomed environment. 

The CMPP is placed under the authority of doctor-director (pediatrician or child psychiatrist). The team includes pediatricians, qualified health workers (especially Speech-Language Pathologists and Psycho-Motor Therapists), psychologists, social workers, learning specialists. They take care of children with severe physical and/or mental difficulties. Those children are unable to continue their education at school and sometimes have to be removed from their families. Interventions inside or outside school hours.

Ø    C.A.M.S.P.(Centre d'Action Médico Sociale Précoce) => Centre for early medico-social action)

*    Missions

-         Procures help for parents of new born babies till six years old children with disabilities. The main purpose is to foster the integration of the child in his domestic environment (Family, school) and the development of his motor andd functionnal skills.

-         The CAMSP works closely with the family


Who ?Children from 0 To 6 years old with a mental or physical disability. These disabilities could be detected during a compulsory medical examination. If the parents give their agreement, the coordinated actions can take place at school, at pre-school or at the recreationnal centre. Of course, the medical confidentiality is guarranted.

Ø    S.E.S.S.A.D (Service d'Education Spéciale et de Soins Spécialisés à Domicile) => Service of Special Education and  Specialized Care at Home.


- Implementation of coordinated actions (Support, specialized cares...) with the goal of mainstreaming  children or teenagers with disabilities (disease, personnality disorders, behavioural disorders...) in an ordinary school



 Who ?

Children and teenagers at home or during their process of mainstreaming at school.

What is the function of the teacher of the SESSAD ? 

The specialized teacher provides information about disabilities to others teachers and other pupils.