Title: Personalized Support Plan (PAP)
Type of the resource: Handbook/Guide/Manual
Funded by: The French Ministry for National Education
Authors: Emanualle Eglin ( Academy of Lyon)
Type of disability: Autistic Spectrum Disorder
Target education level: Primary education
Secondary education
Language(s): French
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
The Personalized Support Plan (PAP) , an official management of learning disorders. Revised every year, the PAP emanates from the council of teachers or the family itself.
The personalized support plan responds to the needs of students who are experiencing long-term academic difficulties resulting from one or more learning disabilities (mainly children with Dys disorders). These disorders must be diagnosed medically.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
It supplies pedagogical support for students who are struggling long-term intellectual disability, especially Dys disorders,to continue their academic life in best conditions.
Sources and means of verification: (What are the sources of information for these indicators?)
The plan is then elaborated by the teaching team, which associates the family and the professionals concerned. Then it is submitted to the family and presented to the student concerned before it is implemented.
The application circular, published in the BO of 29 January 2015, states that the students concerned are "those for whom neither the PPRE (Personalized Educational Success Program), nor the PAI (Individualized Reception Project) is an appropriate response, and the family has not made the choice to use the MDPH for the development of a MAP ( Personalized schooling project) ".
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
The personalized support plan is a pedagogical support scheme for primary and secondary school students, for whom adaptations and adaptations of a pedagogical nature are necessary, so that they can continue their education in the best conditions, with reference to the objectives of the cycle.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Improvement on the student can be observe by teachers and parents.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
The plan is then elaborated by the teaching team, which associates the family and the professionals concerned. Then it is submitted to the family and presented to the student concerned before it is implemented.
The application circular, published in the BO of 29 January 2015, states that the students concerned are "those for whom neither the PPRE (Personalized Educational Success Program), nor the PAI (Individualized Reception Project) is an appropriate response, and the family has not made the choice to use the MDPH for the development of a MAP ( Personalized schooling project)".
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
The disorders must be noted by a doctor and then the school doctor gives an opinion on the establishment of the PAP.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
According to the teachers' unions. Some consider it binding, especially without adequate training and a sufficient number of SIAs. As it stands, it must remain a tool that helps teams in schools to put in place the facilities they deem useful.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Resource must be downloaded from the web page
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Personalized support plan
Adaptations and adjustments to be put in place according to student's needs
Assessment of aid provided in kindergarten, primary and secondary school
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
To be applied by the professionals, teachers and parents of pupils who have ASD.
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Basic knowledge of disability and its effect on pupils social and educational life.
Attachment:
URL: https://trello-attachments.s3.amazonaws.com/5715e64cda80f9db34398920/5715ec1570150b58b7a03f64/d5658f6bb4e54046de6dd8e9d6cf99a5/PAP_BO_.pdf
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