It is intended for students who have a health condition that results in a disability, such as a chronic illness (e.g., asthma or diabetes), an allergy, or a food intolerance.
The PAI is developed at the family’s request or by mutual agreement with the family. The PAI helps ensure safety, as it incorporates medical treatment, a specific regimen, and regular blood glucose monitoring, among other measures, including an emergency protocol.
This program is designed for students who face significant difficulties in acquiring the common framework of knowledge and skills and who are at risk of not mastering the expected learning outcomes by the end of the cycle.
The PPRE is implemented by the grade-level director or the school principal, at the initiative of the teaching teams. It takes the form of a document that formalizes and coordinates the actions designed to address the student’s specific needs.
The following stages are included in the development of the PPRE: an assessment, designed to identify the nature of the challenge and/or need; the responses to be implemented, focusing on activities, learning situations, and the stakeholders involved; and evaluation and final review.
This program is designed for all students whose persistent difficulties stem from Specific Learning Disabilities (SLD) and who require pedagogical adjustments and accommodations so that they can continue their educational journey under the best possible conditions.
This is a plan that can be requested by the family or proposed by teachers with the consent of the family or the student, if the student is of legal age.
If a PPRE had previously been implemented and the problem persists, the PAP replaces the PPRE.
It is intended for students with disabilities. To assess their needs and to develop the PPS based on those identified needs, the model documents from the French Ministry of Education should be used as a reference.
The PPS is valid until the end of the current school year and may be revised at the family's request. The school principal and/or grade-level director are responsible for its implementation.
