After the social administration committee on Friday, February 9, was dedicated to the draft school map for 2024-2025, the secretary-general and the assistant academic director of the National Education Services (Dasen) in charge of level 1 return to the inadequacies he highlighted teachers' unions, especially in terms of taking care of students with difficulties, inclusion in education or substitutes.
Fault: “The network looks optimal”
This is undoubtedly a subject on which teachers' unions and the Department of National Education (DSDEN) will disagree. Friday, February 9, FSU and Unsa – who highlighted the absence of G teachers in several districts – pointed to the need to create jobs for specialized support networks for students with difficulties (Rased). For Frédéric Poirier, Secretary General of DSDEN, “all the seats are taken, the network seems optimal”.
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And Sylvaine Mailho, assistant academic director of the National Education Services (Dasen) in charge of level 1, believes that “we are strengthening the support for these students by creating educational adviser positions in the districts”. A symbol of total disagreement: “I don't know how they calculated to mention the 46 missing positions in Rased in the Aude”, concluded this Monday, February 12, Frédéric Poirier.
Allophone students: “To have more flexibility”
On Friday, February 9, the unions highlighted the shortage of French as a Foreign Language (FLE) teachers, teachers dedicated to allophone students, those children who have just arrived in France and do not speak the language. The FSU regretted the travel restrictions imposed on parents to benefit from these funds.
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If the number of dedicated teachers (9.5 full-time equivalents) should not vary, DSDEN decided to adapt better to “the flow of students that is difficult to predict, seeing how the teacher could be itinerant”, explained Sylvaine Mailho this Monday 12. February: “We will look at how we can achieve flexibility, with several places in the department where we would like to better respond to needs.”
Substitutions: “More fluidity”
In Aude, of the 1,850 school teachers identified by the DSDEN, “almost 10% are replacements,” points out Sylvaine Mailho. Enough to satisfy the presidential mantra of “one teacher in front of every class”? Have. Deputy Dasen in charge of the 1st degree assures in any case that “the efforts made every year have enabled greater flow. We have measured the effects, although of course there can always be moments of tension, especially in academic periods”. The observation made specifying that “two full-time equivalents will be reinstated at the beginning of the 2024-2025 school year.” and that Aude also counts on “about forty contract workers” currently identified.
AESH: “We are constantly putting work back into practice”
Aude currently has almost 770 support workers for students with disabilities (AESH), dedicated to providing 808 individualized support measures and 1080 other common measures. With the employment of twenty AESH in February, General Secretary Frédéric Poirier specifies that “we practically used the entire envelope allocated by the state”. A progress report delivered when, he emphasises, “every week we have to get back to work. We are faced with a weekly flow of notification of support measures from the departmental center for people with disabilities (MDPH). A continuous evolution that explains why, very often (too ?), parents emphasize the uselessness of the support offered: “Educational teams also work to adapt to needs, recalls Sylvaine Mailho. Not forgetting the feelings of the parents: it is an alchemy to find, with the needs of students that can also evolve. You have to be able to regulate, readjust, redistribute at the margins.”
Rakshita Upadhyay, residing in the city of Khandwa in Madhya Pradesh, holds a Master’s degree in Data Mining. She has had a passion for writing and anchoring since childhood.