{"id":344747,"date":"2024-11-24T19:00:51","date_gmt":"2024-11-24T19:00:51","guid":{"rendered":"https:\/\/ora-visio.com\/a-growing-number-of-students-with-dys-disorders-in-higher-education\/"},"modified":"2024-11-24T19:00:51","modified_gmt":"2024-11-24T19:00:51","slug":"a-growing-number-of-students-with-dys-disorders-in-higher-education","status":"publish","type":"post","link":"https:\/\/ora-visio.com\/en\/a-growing-number-of-students-with-dys-disorders-in-higher-education\/","title":{"rendered":"A growing number of students with DYS disorders in higher education"},"content":{"rendered":"

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<\/strong>. Even though not all teachers are trained to handle these difficulties, some institutions are rolling out schemes to support the inclusion of these students.<\/p>\n

The main principles of the French disability law<\/h2>\n

French law n\u00b02005-105 of 11 February 2005<\/strong> on equal opportunities, participation and citizenship for people with disabilities established the principle of the right to disability compensation<\/strong> 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<\/strong> 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).<\/p>\n

Finally, to ensure equal opportunities in competitive exams and assessments<\/strong>, the French national education system is required to make the necessary accommodations<\/a>: 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…<\/p>\n

The arrival of students with DYS disorders at university<\/h2>\n

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<\/strong> 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<\/strong> during secondary education.<\/p>\n

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

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

Some schools are rolling out their own schemes<\/h2>\n

Some higher education institutions have also chosen to develop their own schemes<\/strong> to support the inclusion of students with DYS disorders. For example, they offer personalised support with assistive software<\/strong> 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…).<\/p>\n

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

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

Step by step, awareness of DYS disorders is making its way into our children’s education…<\/p>\n

 <\/p>\n

[1]<\/a> Source of figures: https:\/\/publication.enseignementsup-recherche.gouv.fr\/eesr\/FR\/T243\/les_etudiants_en_situation_de_handicap_dans_l_enseignement_superieur\/<\/p>\n","protected":false},"excerpt":{"rendered":"

The French law of 11 February 2005 on equal rights […]<\/p>\n","protected":false},"author":7,"featured_media":344748,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-344747","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-classe"],"_links":{"self":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/344747","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/comments?post=344747"}],"version-history":[{"count":0,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/344747\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media\/344748"}],"wp:attachment":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media?parent=344747"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/categories?post=344747"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/tags?post=344747"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}