Bill to Strengthen the Inclusive Educational Pathway for Children with Special Educational Needs

This French legislative proposal aims to improve the monitoring and support of students with special educational needs (BEP), including children with disabilities, autism spectrum conditions, and learning difficulties such as dyslexia, dyspraxia, and dyscalculia. The bill introduces a formal 'inclusive pathway booklet' (livret de parcours inclusif) to track each student's educational journey, accommodations, and support measures across school levels. The proposal also calls for the nationwide generalization of Pôles d'Appui à la Scolarité (PAS) — multidisciplinary support hubs designed to coordinate resources and professionals around students with special needs within mainstream schools. These hubs are intended to replace and improve upon the previous ULIS units and MDPH referral processes by offering faster, school-based intervention. A key element of the bill addresses the role, deployment, and working conditions of AESH (Accompagnants des Élèves en Situation de Handicap) — teaching assistants who support disabled students. The text seeks to clarify their assignments, stabilize their employment conditions, and better align their allocation with students' actual needs. Finally, the bill proposes differentiated grading scales for oral examinations at the brevet des collèges (end of middle school) and the baccalauréat (end of high school) for eligible students with special educational needs, acknowledging that standard assessment formats may not equitably measure the competencies of these students.

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