The Lycée Français Saint Louis meets the teaching needs of students with special needs in primary and secondary school. Inclusive education is one of the cornerstones of LFSL and AEFE.
Within the school itself, LFSL has special teachers and assistants who help students in need of support in the classroom.
The school must allow each student to develop their skills and express their potential with regard to specific situations. Depending on the children’s needs and situation, different projects can be carried out.
Support is provided in consultation with the families, the teacher or the principal and the health team.
Which plan and for whom?
• Individual care plan (PAI): it applies to children with chronic diseases (asthma, food allergies, etc.). A form specifies arrangements related to the state of health (treatments, specific diets, emergency protocols). The request is made by the family in collaboration with the school nurse. A medical certificate must be provided as well as a prescription stating the treatment protocol.
• Personal Schooling Project (PPS): this applies to children with physical, sensory, cognitive, psychological or disability health problems. An approach plan for the school is defined. It specifies and adapts the pedagogical and medical measures that meet the student’s needs.
• Personal Support Plan (PAP): this is a document that defines pedagogical arrangements and adaptations. It can be requested by the family, suggested by the school council or the class council. Medical or paramedical examinations are performed. With regard to the tests and assessments, the doctor gives an opinion on the relevance of a PAP with regard to the presence or absence of the disorders. PAP is sent to teachers to best adapt the student’s teaching.
• Personal training program (PPRE): this applies to students who do not master certain knowledge or skills that are expected at the end of a teaching cycle. This project is designed to respond to the student’s difficulties with pedagogical support, specialized or additional help to develop in their case. PPRE is established by the Director of the elementary school or the Headmaster on the initiative of the teaching teams.
For questions regarding support for students with special needs, please contact the assistant headmaster: firstname.lastname@example.org
MELODYS, MUSIC TO HELP WITH LEARNING DIFFICULTIES
As part of the school project and especially in its desire to support students with special needs throughout their schooling, LFSL has since two years implemented the Mélodys method, which is a musical pedagogy specializing in learning difficulties (dys, tdah, HPI).
What is the Mélodys method?
The Mélodys method is an interdisciplinary approach that includes a specific music pedagogy adapted to dys disorders and cognitive improvement through music.
This multisensory pedagogy involves simultaneous auditory, visual, motor and verbal activity. It allows you to break down the cognitive elements of learning, pass through isolated sound parameters to develop a fine perception.
These elements are then gradually mounted to support the expected improvement (example: the teacher sings short and long sounds and the child writes them in real time).
This method combines rhythmic stimulation, to involve the body in instrumental learning (motor skills or body percussions) and to develop coordination / lateralization/ motor skills.
The benefits of this method
Musical practice has effects on cognitive and language skills and on the deficiencies observed in dyslexics. Several studies show that children by learning to experience musical sounds improve their perception of the sounds of the language and their reading. The effect of the Mélodys method is supported by several studies conducted in recent years on several groups of dyslexic and non-dyslexic children.
Mélodys is used in several environments, such as at music conservatories, by speech therapists and in schools, which is the case at LFSL. Mélodys is offered here in the afternoons as a music workshop one hour a week for students with special needs.
Alexandre Pier Federici, music teacher at LFSL, is trained at Mélodys, the results that have been seen in recent years are very encouraging and have already shown the benefits of this method.
“People with dyslexia have abnormalities in the structure of certain cortical connections. Musical practice thus permanently changes cortical structures, mainly at the level of their connections. We have seen students make extraordinary progress as a result of their participation in Mélodys!” says a satisfied Alexandre Pier Federici.
For more information: MELODYS