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The reality of the inclusion of students with autistic spectrum in the ordinary environment

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Thesis

French

ID: <10670/1.zvgaeu>

Abstract

The Law of 11 February 2005 on equal rights and opportunities, participation and citizenship of persons with disabilities enshrined this right and promoted the development of measures to educate pupils with disabilities. At the start of the 2014-2015 school year, 259941 children with disabilities were enrolled in public and private schools and institutions of national education, 1 and 2 degrees combined. According to the Law of 11 February 2005, ‘a disability, within the meaning of this Law, shall mean any restriction on activity or on participation in social life suffered in his environment by a person as a result of a substantial, lasting or permanent impairment of one or more physical, sensory, mental, cognitive or psychological functions, a polydisability or a disabling health disorder’. autism was recognised as a disability by the Chossy Law of 19962. Since the entry into force of the 2005 law, the increase in the number of children with disabilities in school has been constant. Despite this, the schooling of autism children remains quite exceptional in France. The concept of ‘schooling’ appeared for the first time in the circular of 8 March 2005 for pupils with autism and invasive developmental disorders. This concept was replaced by the concept of ‘compulsory education’ in the previous law of 30 June 1975. Today, ‘barely 500 support facilities and places are created each year, which seems derisory to real needs’, according to the Association autists Without Frontiers (ASF). The number of young autistic people of school age is estimated between 80 000 and 100 000. Only about 20 % go to school. However, one in 150 new-born children would suffer from autism or other invasive developmental disorder, increasing the number of children with disabilities to attend school in the future.

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