After a schooling journey that’s more or less long and difficult, many DYS children go on to succeed in higher education. But for some, failure at secondary school stands in the way of further studies. What path awaits children with learning disorders? What career guidance should be chosen for pupils with DYS or ADHD? Which careers should be encouraged depending on a child’s specific disorder?
Schooling choices for a DYS, autistic, or ADHD child
Once a diagnosis is made, parents of children with a learning disorder start asking questions about schooling. It’s a path that can be complex, but one that keeps improving in favour of inclusion and equal opportunity.
In primary school: nursery and elementary. Once diagnosed, a child can be placed in a mainstream class at their local school. If that proves difficult, they may be directed towards a specialised unit within a mainstream school as part of collective school inclusion: an ULIS unit (Unité Localisée pour l’Inclusion Scolaire, a specialised in-school inclusion unit). Under individualised schooling, a pupil with a disability is admitted into a mainstream class and can be supported by a dedicated learning support assistant, known in France as an AVS (auxiliaire de vie scolaire). This AVS is a qualified person who is part of the disabled child’s personalised schooling plan (PPS, projet personnel de scolarisation).
ULIS units (Unité Localisée pour l’Inclusion Scolaire).
Within an ULIS unit, pupils join a collective setup and benefit from adapted teaching. They still take part in certain activities with the other pupils. Children in an ULIS unit can also individually join another class within the school during their time there.
In secondary school, at collège and lycée.
While the support offered to children with difficulties is improving at primary level, progress is moving more slowly at secondary level.
“The Ministry of Education is committed to training primary and secondary teachers better and better, and these training programmes are very well received. Behavioural disorders and DYS conditions raise a lot of questions. I believe they are now better supported.”
Véronique Montangerand, inspector in charge of special educational needs
Once they reach secondary school, pupils with DYS disorders either join a mainstream class through individual integration, or a specialised unit within an ordinary collège or lycée. This is known as collective school integration. A scheme designed to improve educational accessibility for these pupils, the ULIS unit is a tailored response for some of these young people living with a disability.
The ULIS unit (Unité Localisée pour l’Inclusion Scolaire)
This educational support system is aimed at young people aged 11 to 16. When individual integration into a mainstream class proves too difficult, but admission to an IME (Institut Médico-Educatif, a specialised medical-educational institute) isn’t warranted either, the ULIS unit supports them on the path to integration. Some ULIS units are more specifically dedicated to “learning disorders” or “language disorders.”
The benefits of ULIS units
Schooled alongside other pupils their own age, children in an ULIS unit also benefit from teaching materials adapted to their specific needs. Even better, they receive therapeutic support within their own school. All of this adds up to extra opportunities to move on to the next stage.
Throughout their schooling, a child with DYS disorders can benefit from speech and language therapy support thanks to the online speech therapy consultation services offered by the ORA platform. Accessible from anywhere in the world, from home for instance, sessions are run by a qualified speech and language therapist, specialised in DYS disorders and chosen by the child’s family. This is a valuable resource for families living in French medical deserts or abroad.
Higher education: overcoming the hurdle with a disability
The difficulties DYS students face at university:
They’re found in particularly large numbers in agricultural degree programmes, making up more than 20% of students in that professional field. Personal choice, or a fallback option? The figures don’t say more. Yet studies carried out by the ASLAN research excellence laboratory show an encouraging result:
“This condition is not a strict barrier to accessing university. The accommodations now available are likely contributing to this trend.”
ASLAN Laboratory
The real problem seems to lie more in the gradual erosion of support schemes as the pupil progresses through their studies. This is especially true at most universities. And yet behavioural and language disorders persist well beyond secondary school! Once at university, students with disabilities find it harder to take notes, follow lectures amid the noise of large lecture halls, or understand written instructions during exams. The good news is that this situation is changing! That’s the whole aim of the ETUDYS project, which is paving the way for audio lessons and projected visual materials, as well as extended time allowances during exams and tests.
Helping your child choose their path
Guiding your child without influencing them, helping them with their choices while respecting them, is an even more delicate situation for parents of DYS children. Here’s an overview of the steps that can help with school and career guidance.
- Consult career guidance counsellors and the various careers guides available at CIO centres (Centre d’Information et d’Orientation, information and guidance centres) and on the website of ONISEP (the French national careers information body), which publishes special guides for pupils with disabilities.
- Consult an online career guidance counsellor. The ORA platform lets you book an appointment and have a consultation with a career guidance counsellor specialised in DYS disorders and other disabilities.
- Consult the Centres d’Aide à la Décision (CAD, decision-support centres) found at chambers of trade and crafts.
- Consult online resources, notably the government portal, and those of social partners and regional authorities. For career guidance and training, there’s a dedicated website: orientation-formation.fr
- Attend school open days and careers fairs.
- Take on work placements during collège and lycée. ARPEJEH is an association that promotes company work placements for young people with disabilities.
Choosing a career: a freedom that sometimes needs adjusting
Are there careers to encourage or avoid depending on a pupil’s disability? What matters most is that the young person makes an informed choice, guided by their own aspirations and by the realities of the working world. Here are a few pointers to help guide that decision:
The case of dyslexia:
These are generally very skilful and creative people. Any kind of hands-on, manual career is a good fit for them. These young people will generally find it easier to get a job than those with dysphasia. In everyday life, they’re often skilled at finding clever ways around their difficulty. The main hurdle remains the schooling period itself. A vocational qualification (CAP) or vocational lycée can be a revelation for these dyslexic students. When written language isn’t the sole basis for demonstrating knowledge, these pupils can truly shine.
The case of dysphasia:
The main allies for these pupils with language disorders are time and speech and language therapy support. Most will overcome the disability by learning to communicate and interact effectively in daily life. Manual, hands-on careers seem better suited to them. These are very practical, hands-on people, much like the best technicians. Vocational qualifications such as the CAP, BEP, and BAC Pro are often the saving grace for students with dysphasia.
The case of dyspraxia and dysgraphia:
Their schooling path will be complex and full of obstacles. Yet the sheer willpower of children affected by these disorders allows them to overcome many difficulties throughout a demanding school career. They have every capacity to pass their baccalauréat with honours. All kinds of qualifications are within their reach. Once they’ve made it through their schooling, by following the path that suits them, they’re fully capable of succeeding in higher education too. Manual careers, or those requiring fine motor skills, are best avoided, as are roles that demand strong organisational skills.
These are only general estimates. Every individual will manage their disability and their studies in their own way. No particular career path should ever be imposed on a child with a learning or language disorder. What matters most is supporting them and helping them find their own way, however long that takes.
