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Models of Remedial Education in France Provision in, or attached to, ordinary schools for pupils who have disabilities orexperience difficulties in learning is remarkably diverse, reflecting both "the new"and "the old". Structures established nearly a century ago coexist with new models

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introduced since 18. Classes d'integration scolaire (CLIS), have been established which are attachedto ordinary schools to facilitate the inclusion of pupils with visual, hearing andphysical disabilities and those who experience difficulties in learning. However, theClasses d'interation scolaire are selective. Not all children with disabilities ordifficulties can expect to find a place. In addition to the CLIS, there are also the "classes a effectif reduit" (classes ofreduced size"), more popular known as "classes d'adaptation fermee" (closedadaptation classes") and the "regroupment d'adaptation" or "classesd'adaptation ouverte" ("open adaptation classes"). The first of these are classeswhich have no more than 15 pupils and are for those children entering primaryschool who experience general difficulties in learning. The purpose of these classesis to give each pupil individual help while following the same curriculum as otherchildren, in order to enable them to join an ordinary class as quickly as possible. The second type are "closed" because the child belongs to this class and does notjoin the ordinary class. These classes are Being gradually replaced by otherapproaches such as the differentiation of curriculum content and delivery. The"open adaptation classes" are there to support pupils who are experiencingdifficulties in particular areas such as reading. Pupils join these classes at particulartimes in the week for help in these areas. In rural areas these "open adaptationclasses" are peripatetic and serve a number of schools in a particular geographicalarea. In effect, Specialised staff visit different schools on different days of theweek. There are also a number of children who are integrated into ordinary schools andclasses on a full- or part-time basis and receive specialist support from a variety ofagencies. This model of integration is rather different from those in which the childreceives most of his or her teaching from a specialist teacher, often in a specialclass attached to an ordinary class. "L'integration individuelle" (individualintegration) is described as "concerning the admission into an ordinary class with anordinary teacher without specialised training ... and (with the purpose of) assuring(the handicapped pupils) a life as similar to those of their peers as possible"(Ballarin, 14, pg6).

Identification of Special Needs The teacher must be alert to the possibility that some pupils may have a generallearning disability or a specific learning disability. These concerns should bebrought to the attention of the co-ordinator of special needs and learning services. The class teacher primary responsibility for the progress of all pupils in his/herclass including those selected for the supplementary teachers. A particularresponsibility of the class teacher is to create a classroom environment in whichlearning disabilities can be prevented or at least alleviated (LSG 000, pg.4) Based on the SERC Report, pupils who achieve scores that are below the 10thpercentile on the standardised test of achievement can be regarded as having lowachievement. They should then receive priority in being selected for supplementary. Please note that this sample paper on l is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on l, we are here to assist you. Your persuasive essay on l will be written from scratch, so you do not have to worry about its originality.

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