1. Collège Jean Jaurès – Cenon (France)

2. Best Practice Thematic Conference Workshop Inclusion and Special Needs Tuesday , 23 May 2017 , h 9:00 – Sassari ERASMUS+ ACTION KA2 SCHOOL TO SCHOOL PARTNERSHIP n IT02-KA _1 “Europe for Inclusion” Protocol for Students with Special needs

3. Our school is situated in Cenon, in a suburb of Bordeaux, in the Southwest of France. Around the middle school (college in French), there are buildings and detached houses. The pupils are between years old. There are 530 students and 70 students of SEGPA (Section of Adapted General and Professional Education) where students are detected as being in great difficulty. In the other students’ classes, some students also have difficulties. On average, 2 to 3 pupils by class are dyslexics. 13 pupils who are mentally disabled attend school. They are included in the general classes or in SEGPA according to the subjects. We also have pupils coming from abroad (Turkey, Morocco, Italy, Portugal, Africa). The difficulties of the students are generally in French and Math. Families are 57 % socially disadvantaged. There are 3 administrative personnel, 3 of the management, 50 teachers, 3 helpers (assistants) for the handicapped children, 7 supervisors (guards), 1 part-time nurse, 1 part-time social worker, 10 agents for the housework, the maintenance and the canteen.

4. December 2015 Everybody is attentive during the presentation

5. Data of school: Number Total teachers 55 Number curricular teachers 50
Number special teachers 5
Number supportive teachers
Number Total students
600
Number Total students with special needs
480
Percentage of students with special needs
80%
Number of Students with special needs with medical certification ( divided in Physical, intellectual, neuropsychiatric, sensory, multiple disabilities ) 19

6. Number of students with behavioural problems7
Number with dyslexia 40
Autism Spectrum Disturb 1
Other

7. Socio economic disadvantage
450
Linguistic disadvantage 80
Cultural disadvantage
100
Emotional disadvantage
Other: Romania foster care 21
Number of educative/didactic plans
120

8. Professional allocated resources inside the school:
Number of special teachers 5
Support teachers
Cultural educative assistants
Speech therapists
Psychologists 1
Social assistant
Assistant for communication
Nurses

9. Non teaching staff
School keepers  8
Administrative office involved with the management of sensitive data  1

10. What happens in school:
Inclusion : All teachers are involved in the inclusion of students with special needs.
Special teacher work with student with SEN in small groups.
Special teacher have regular meetings to assess student achievement. All the teachers have three meetings during the year.
Guidance teams : We have one psychologist, one social worker, a doctor, a nurse. They work with students, parents and teachers.

11. Evaluation of outcomes and measure:
We used index for inclusion to analyse our culture and pratices.
The internal Evaluation : questionnaire in the framework of erasmus project
Common Assessment Framework

12. Development of a curriculum attentive to diversity and promotion of inclusive formative paths.
The common theme of this project is Inclusion. This word have a lot of different meanings.
For three years, with different contributions from each country, we have shared our points of view on this theme. This sharing has helped us build new tools and a better understanding of Inclusiveness.

13. France focused its contribution on
Allophone.
An allophone student is a person whose native language is not that of the community in which he/she lives.
Teachers use special pedagogy in his classroom.
The delegations who came to France had the opportunity to learn the basic methods to work with an allophone student.
They learned the method to assess an allophone student in his/her own language.

14. An assess in 37 languages
The tools used to assess allophone students in their own language are nationwide.
We assess : Mathematics level, reading level, writing level.
To respect the language and the culture of the allophone student is the basic system to develop the inclusion of allophone students.

15. Methods for inclusion
The method of inclusion of allophone students varies depending on the student’s ability in the host country language. Nevertheless, we note that the student must be integrated gradually. To begin, he must be included in classes with the least linguistic aspect ( mathematics, sport, technology…)

16. Methods for inclusion
Each teacher must follow these guidelines within their classes:
- Use repetitive expressions
- Allow the use of dictionaries
- Only assign the main idea of the lesson to copy and to learn
- Provide photocopies of the studied documents in A3 format, using diagrams and illustrations as much as possible

17. Methods Sit the new student next to a strong student in the class
- Increase peer education times
- Encourage the new student to talk during each class, preferably at the beginning
- Create learning supports in the form of blotters or memory aids displayed on the walls.

18. Here you can see some pictures from those lectures and experimentation workshops:
About allophones

20. All the coordinators with a representante of the city

24. A show by pupils