The French law of 11 February 2005 on equal rights and opportunities for people with disabilities opened the door to change: more and more students with DYS disorders are entering higher education. Even though not all teachers are trained to handle these difficulties, some institutions are rolling out schemes to support the inclusion of these students.

The main principles of the French disability law

French law n°2005-105 of 11 February 2005 on equal opportunities, participation and citizenship for people with disabilities established the principle of the right to disability compensation and the duty of solidarity of society as a whole towards this group. In the section relating to school, it requires the State to put in place the financial and human resources needed to achieve this goal – as seen with the Personalised Schooling Plan (PPS), drawn up after an assessment of the skills of the student with a DYS disorder, or the Personalised Support Plan (PAP).

Finally, to ensure equal opportunities in competitive exams and assessments, the French national education system is required to make the necessary accommodations: depending on the needs of the student with a DYS disorder, this can mean extra time, access to adapted equipment, or human assistance with reading and/or writing…

The arrival of students with DYS disorders at university

While the law of 11 February 2005 has had its setbacks (patchy implementation of schemes, heavy administrative burden for parents…), it has largely contributed to improving diagnosis among young people with DYS disorders (dysorthographia, dyslexia, dysgraphia, dyscalculia…). With the help of qualified professionals (speech and language therapists, graphotherapists, psychotherapists…), many have managed to overcome their difficulties during secondary education.

Today, there are around 40,000 students with disabilities at university, compared with just 10,000 in 2010. Among them, around 10,000 are students with DYS disorders. For the past 5 years, the ministry has reported an acceleration in their numbers[1].

Also worth noting is the impact of the law of 22 July 2013, which requires universities to implement disability policies in education. This measure has provided better access to courses and services for students with DYS disorders, in turn improving their success in higher education.

Some schools are rolling out their own schemes

Some higher education institutions have also chosen to develop their own schemes to support the inclusion of students with DYS disorders. For example, they offer personalised support with assistive software for writing, reading or voice recognition. To make it easier for them to study abroad, they assist with the entire process (applications, connecting with contacts, arrangements to plan for on-site…).

Thanks to the involvement of certain companies, students with DYS disorders can also benefit from grants to fund their equipment, and from adapted internships to support their inclusion and entry into working life. Here, associations play a leading role in providing support and guidance.

While it remains a minority approach, some schools are also introducing initiatives to change perceptions of students with DYS disorders – such as Grenoble Ecole de Management and its Disability Management Certificate.

Step by step, awareness of DYS disorders is making its way into our children’s education…

 

[1] Source of figures: https://publication.enseignementsup-recherche.gouv.fr/eesr/FR/T243/les_etudiants_en_situation_de_handicap_dans_l_enseignement_superieur/