To help children with learning and / or behavioral difficulties, LFJ offers specialized follow-ups, including speech therapy. The spectrum of needs is very diverse, from the mildest difficulties to severe developmental disabilities.
As we all know, in Indonesia we do not have the same professional environment as in France in terms of specialists and structures adapted to different issues. This requires from our school a significant human and financial commitment, shared with families. In addition, the law for equal rights and opportunities, participation and citizenship of people with disabilities of February 11th, 2005 requires all schools to create the structures necessary to welcome students with disabilities.
AEFE has included the integration of children with special needs in its strategic orientation plan. Our schools often become the only reference school for parents living abroad.
The mobilization of the entire educational team to develop responses to different needs is essential. Effective care requires a significant commitment from the teacher, regular consultations with parents and with the GAS (Help and Support Group created at LFJ). This support is organized in agreement with the class teacher and the parents. The teacher has the important role of communicating about the arrangements made with all stakeholders in the class.
GAS is the referent structure of LFJ, it is available to the entire school community.
It is related to children with chronic diseases (asthma, food allergies, etc.). A form specifies the arrangements in regards to the health state (treatments, specific diets, emergency protocol). The request is made by the family, the document is completed by the nurse and validated by the principal. A medical certificate must be provided as well as a prescription indicating the care protocol.
It is related to children with physical, sensory, cognitive, psychological disorders or a disabling health disorder and for whom the MDPH has ruled on the state of disability. A specific education program is defined, that specifies and adapts the academic, educational and medical actions that meet the student’s needs. The family must contact the MDPH and express their wishes regarding their child’s curriculum. Then, the multidisciplinary evaluation team brings together various professionals from the health and education sectors to design the PPS. The CDAPH makes decisions and rules on the students’ orientation (orientation in Clis, Ulis, etc.)
It is a document that defines the educational arrangements and adaptations. It can be requested by the family, proposed by the School Governing Board or class board. Medical or paramedical examinations must be carried out. Depending on the tests and results, the doctor gives an opinion on the relevance of a PAP linked to the presence or not of disorders. The PAP is sent to the teachers in order to best adapt the student’s learning scheme.
It is related to students who do not master certain knowledge or skills expected at the end of an academic cycle. This project is designed to respond to the student’s difficulties through educational support, and specialized or additional assistance in order to progress in his or her learning. The PPRE is set up by the school director or the principal following the initiative of the educational teams.