THEInclusive education Of visually impaired students is a priority that cannot wait any longer. Every day, these students face major challenges that could hamper their education. France took a leap forward with the 2005 law on equal rights and opportunities, paving the way for better school accessibility. Accompanying persons such as the AESH are there to support them, but is that enough? Challenges persist: limited teacher training, lack of appropriate tools and too many children still relegated to specialized institutions lack of sufficient support in regular classes.
In a previous article, we talked about the progress made, while stressing that there was still a long way to go. The real challenge lies in a Teaching adapted that guarantees each visually impaired student equitable access to success, in the same way as their classmates. Digital tools and assistive technologies are great allies, but they still need to be effectively integrated into everyday school life. Imagine a upbringing where the specific needs of each student are taken into account from the start, where success no longer depends on vision, but on the will to learn and the resources available. It is this inclusive vision that we need to achieve.
Therefore, we offer you to better understand the specific needs of visually impaired students, as well as the paths to follow to become a specialized teacher or AESH in order to contribute to their academic success.
Understanding visually impaired students and their specific needs
Les visually impaired students present a variety of needs depending on the nature and degree of their disability. On the one hand, low vision refers to partial vision, often limited to a poor perception of light or blurred shapes. These students may have difficulty reading printed material or following visual presentations in the classroom. On the other hand, total blindness involves the complete absence of vision, requiring tactile or auditory learning methods to allow access to information.
The impacts on learning are considerable. La reading And thewriting, which are traditionally done visually, are becoming complex processes. Visually impaired people often benefit from enlarged texts or enlargement software, while blind people need Braille media and speech synthesis tools. Digital technology has also facilitated access to educational content thanks to tablets and screen readers.
The educational needs of these students are not limited to tools. THEschool environment must also adapt: a clear organization and an easily navigable space help to limit confusion and promote autonomy. Understanding and patience are keys in supporting these students, as is the ability to differentiate between teaching methods. Adapting exercises, allowing more time for certain tasks, and using sensory supports are essential strategies to ensure equitable education.
The role of the teacher is therefore central. In addition to mastering technological tools, he must also know how to adjust his approach according to each student. Differentiated pedagogy, which takes into account the strengths and weaknesses of each student, makes it possible to create an environment ofinclusive learning and rewarding for all.
To find out more, we invite you to watch the channel's video series Directorate General of Education and Teachings of French Polynesia, the first episode of which we offer you below.
Careers in teaching and supporting the visually impaired
It is difficult to precisely quantify the number of teachers trained atTeaching visually impaired students in France, but their rarity is very real. In some areas, especially rural areas, the lack of specialists is glaring. According to a report byANPEA, geographic inequalities make accessing these teachers even more difficult for many students.
The CAEGADV (Certificate of Aptitude for the General Education of the Blind and Visually Impaired) is one of the key courses, but it remains insufficiently widespread to meet all needs. In addition, the waiting times to access a special education teacher are sometimes long, leaving some children without adequate educational support for too long periods of time. This shortage highlights the urgent need to strengthen the workforce and expand access to training.
For teachers who embark on this specialization, the training is demanding (3 years at INJA in Paris or at the CNFEDS of Chambéry) but oh so important. The CAEGADV makes it possible to acquire the skills necessary to support students in their learning, in particular in the use of Braille or adapted digital tools. Complementary degrees such as Master Accessibility and Inclusive Education allow students to improve, in particular on the psychological and technical aspects of inclusion.
Namely, that there are also other certificates: the CAEMADV for the musical education of the blind and the CAFPETADV in order to be able to become a teacher of technical education for blind and visually impaired persons.
In addition to teachers, AESH (Accompanying Students with Disabilities) contribute greatly to the autonomy of students. Their mission is not limited to accompanying students in their trips or reading, they create a real link between the student, his teachers and his specific needs. Hired under a 3-year, renewable contract, they become essential partners in promoting academic inclusion and student autonomy, while adapting to each situation.
Success is also based on close collaboration between teachers, parents and professionals in the medical-social sector. Orthoptists, occupational therapists and other specialists participate in the adaptation of educational paths, thus ensuring that the individual needs of each student are taken into account.
The importance of inclusive education for the visually impaired
THEinclusive education for the visually impaired has taken important steps, but each advance opens up new perspectives. Schools are increasingly aware of the specific needs of these students and the reforms have allowed considerable progress. However, the challenge remains immense: access to appropriate tools, teacher training and the full integration of students in the ordinary environment need to be further strengthened.
Together, let's continue the efforts to build a school where every student, blind or visually impaired, fits in. Let's offer them a tailor-made education that is no longer content with adapting, but innovating for their success.
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