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EPALE Discussie: Wat kunnen we doen om de volwasseneneducatie beter te maken voor mensen met een beperking?

Karine Nicolay

/lt/file/learners-disabilitiesLearners with Disabilities

Learners with Disabilities

In juni richt EPALE de schijnwerpers op hoe mensen met een beperking kunnen bijleren. We horen graag van jou hoe we volwasseneneducatie voor mensen met een beperking kunnen verbeteren​.

De schriftelijke discussie (in het Engels) zal plaatsvinden op 8 juni om 14 uur (CEST).  Moderator is EPALE's thematische coördinator 'ondersteuning van cursisten', Gina Ebner.

Deel je ervaring, expertise, mening en vragen met de EPALE community. We kijken uit naar jouw kijk op:

  • volwasseneneducatie voor mensen met een beperking in jouw land
  • goede strategieën voor volwasseneneducatie voor mensen met een beperking
  • goede voorbeelden uit jouw land of organisatie.

** Neem deel aan de discussie.

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Rodoma 21 - 30 iš 135
Dora Redruello portretas

I would add that it is essential to maintain or create specific political strategies concerning the involvement of this target-group because the conditions for them to participate and succeed need special attention that is not taken into account in general politics regarding adult aducation.

Jonny Lear portretas

I agree with this Dora, 

There was reference to the European Disability Strategy 2010-2020 early in the discussion and i think that its important to continue to highlight and work towards the 8 areas for joint action. This discussion has provided a great opportunity to raise awareness and discuss access to education for adult learners with disabilities. Good experience from my own perosonal perspective.

Good chance to highlight the following publication I came across on the European Agency for Special Needs and Inclusive Education website: Efficency, Effectiveness and Equity within Inclusive Education Systems. - worth a save for later reading. 



Gina Ebner portretas

Agree! We should probbaly also think about a closer cooperation with associations for people with disabilities to raise awareness.

Thank you, Gina

Romain BASLE portretas

Dear all,

I totally agree with Gina. It is essential that the associations in charge of counseling, coaching and awareness raising of people with disabilities collaborate systematically with the education and training organizations. This rapprochement is the solution that would lead to a more inclusive society.

I share with you the French national recommendations for a more inclusive society. Unfortunately, the Adult Education sector is not mentioned. But I think you can find some good ideas.

1- To rapidly develop the accessibility of the educational environment

• Eliminate physical barriers

Conduct and make public a survey on the accessibility of all school buildings. Any construction or reconstruction of a school, college or school must respect the rules of accessibility in force. Make school transportation accessible to all students.

• Generalize and support the use of digital nomadic tools

Set up individual equipment for digital tablets equipped with software that offers an alternative to taking notes and entering responses for students with disabilities. This equipment facilitates the work of the teacher.

They set it up ... A co-ordinator in Ulis Pro (Lycée Henri Nominee of Sarreguemines, Académie Nancy Metz) has developed the use of digital tablets for his students. From a text taken in a photo, the tablet ensures a reading aloud and a format adapted to the needs of each student. Students with disabilities can therefore have the same documents as their peers.  

ii. Putting the institution at the heart of the schooling of students with disabilities

• Include the issue of disability in the settlement project

Disability is a component of student diversity. A collective decision must allow the implementation of an inclusive education policy within the institution.

• Appoint a "resource person" teacher in each institution

The teacher "resource person" of the institution must be able to train and be recognized as interlocutor of the personnel of the establishment. This person can answer the questions posed by the different actors and impulse a process of pooling experiences within the institution.

They set it up ... An EPS professor at Jean Gay de Verfeil College (Toulouse Academy), trained to include students with disabilities, has become the "resource person" of the school. It meets weekly for students to find tools adapted to their disabilities. These tools are then presented to the teaching teams and made available to them.

• Train all students with disabilities

Take advantage of the extracurricular time granted to the primary school to make all children aware of the disability, in particular through scenarios. Develop tutoring between students with disabilities and other students.

They set it up ... The association L'ADAPT (Association for the Social and Professional Integration of People with Disabilities) carries out awareness-raising activities to enable pupils to experience a handicap situation (visual, motor, auditory, ... ).  

iii. Extending the student's support and care

• Extend the Personalized Schooling Project (PPS) to extracurricular time in primary schools

Beyond the indispensable implementation of the Personalized Schooling Project (PPS) in school time, students with disabilities must also be offered activities in the extracurricular time adapted to this project, in particular within the framework Of the reform of school rhythms.

• Take charge of the accompaniment of the pupil when he is on a training course

When the personalized schooling project provides support for the student, this accompaniment must be followed during the internships in companies (observation period of 3rd for example) or during the periods in company if the student takes a training course.

• Extend support for distance education to the end of schooling

The financial support of distance education, developed by the french National Center for Distance Learning (CNED), must go beyond compulsory schooling and allow each student to pursue his or her educational career.  

iv. Develop a mutualisation of practices

• Establish a database of pedagogical tools adapted by the academy

Each academy must be able to offer its staff a database of teaching aids adapted to students with disabilities. This database should allow to develop a mutualisation and a validation of the practices on the basis of the pedagogical tools put in place by each one within his establishment.

They set it up ... The academy of Toulouse is currently developing a library of teaching tools adapted to students "dys" that will be made available to the institutions.

• Developing collaborative work between the different actors

Professionals (teachers, school heads, doctors, staff of the Departmental House of Persons with Disabilities, etc.) must be encouraged to collaborate and know precisely the role of each in the complex system of schooling for students with disabilities. Training can be put in place to bring together these different players and facilitate their meeting.

v. Rethinking teacher training

• Train teachers to assess students with disabilities

Teachers must be able to assess students with disabilities at their right level. They must be trained in the assessment of students in terms of the competencies set out in the Guide to Assessing Schooling Compensation Needs.

• Encourage the diversity of teaching methods

The initial and in-service training of teachers must prepare them to respect the singular development of the pupil and enable them to respond to their needs according to flexible and adapted teaching methods.  

vi. Developing inclusive school research

• Launching national calls for projects National calls for projects should make it possible to use or create appropriate assessment tools that will help to: identify and evaluate inclusive practices and their effects on the skills and quality of life of students with disabilities and To study the evolution of representations of inclusion and disability by educational professionals, students and parents.  

vii. To eventually evolve towards a more unified education system

• Develop a mutualisation approach between the medico-social and educational sectors

Based on an interministerial approach to bringing together the medico-social sector and the education sector, the measures made available to pupils with disabilities must be able to gain clarity and effectiveness.

• Intensify the development of outsourced teaching units

Outsourced teaching units should enable pupils with a "heavy" disability to be enrolled in an ordinary school. Partnerships between specialized institutions and mainstream institutions should be developed to this end.

Jan DEKELVER portretas

Apart from the processes, methods and people, I think the invironment (the physical campus, the information sharing, the communication,...) should also be accessibe


We are working on it :-)(

This concludes my contribution. Thank you for your inputs and see you next time.

Karine Nicolay portretas

Thanks Jan for your contributions!

Brian Caul portretas

I found the exchange of ideas very interesting. Thanks to everyone who participated.

Bye for now,


Sinead Whitty portretas

Bye Brian,

Talk to you soon.

Gina Ebner portretas

What I hear from you, it seems that there are no overall strategies - in some cases, it seems, that the strategies stop with secondary schools. In other countries, the transfer between different sectors seems very difficult. Are there any good (best?) practices on inclusive education that has adult education better integrated? What should a good strategy look like? What would you need from the political level in order to do better work?


Jonny Lear portretas

Hi Gina, 

There is a lot of emphasis on charities to provide the support for those with disabilities into education and employment. It is these charities to lead by example. Disability Rights UK have a number of Education factsheets and guides freely available for individuals, teachers and employers, providing the support needed with guidance and case studies. Their strategic plan involves research led by disabled people into what will influence attitudes and behaviors – this is vital in terms of changing attitudes within education and the workplace.