Les d\u00e9put\u00e9s Servane Hugues et Alexandre Portier ont publi\u00e9 le 14 novembre 2023 un rapport d\u2019information sur l\u2019instruction des enfants en situation de handicap, qui dresse un bilan contrast\u00e9 de l\u2019\u00e9cole inclusive en France. Ils rappellent que la loi du 11 f\u00e9vrier 2005 pour l\u2019\u00e9galit\u00e9 des droits et des chances, la participation et la citoyennet\u00e9 des personnes handicap\u00e9es a constitu\u00e9 le point de d\u00e9part d\u2019une forte impulsion en faveur de la scolarisation en milieu ordinaire. Entre 2004 et 2021, le nombre d\u2019\u00e9l\u00e8ves en situation de handicap scolaris\u00e9s est pass\u00e9 de 210 979 \u00e0 475 978, essentiellement par le d\u00e9veloppement de la scolarisation en milieu ordinaire, avec notamment une hausse de 8,4 % des effectifs dans le second degr\u00e9 entre 2021-2022 et 2022-2023.<\/p>\n
Les rapporteurs soulignent toutefois que ces chiffres ne renseignent pas sur le nombre r\u00e9el d\u2019heures de scolarisation suivies. Lors des auditions de la mission d\u2019information, le Collectif handicaps a indiqu\u00e9 que certains jeunes ne sont scolaris\u00e9s que trente minutes par semaine. Une enqu\u00eate de l\u2019Unapei, r\u00e9alis\u00e9e \u00e0 la rentr\u00e9e 2023 aupr\u00e8s de 2 103 enfants accompagn\u00e9s par ses antennes dans six r\u00e9gions, fait appara\u00eetre que 25 % des enfants n\u2019ont aucune heure de scolarisation, 28 % b\u00e9n\u00e9ficient de 0 \u00e0 6 heures par semaine, 22 % de 6 \u00e0 12 heures et 27 % de plus de 12 heures. Le rapport signale en outre qu\u2019un flou persiste sur le nombre d\u2019enfants non scolaris\u00e9s.<\/p>\n
L\u2019augmentation des scolarisations en milieu ordinaire est notamment attribu\u00e9e \u00e0 la cr\u00e9ation des maisons d\u00e9partementales pour les personnes handicap\u00e9es (MDPH), qui offrent aux parents un guichet unique. Les MDPH instruisent en particulier les demandes d\u2019accompagnement par un accompagnant d\u2019\u00e9l\u00e8ve en situation de handicap (AESH), dispositif privil\u00e9gi\u00e9 pour la scolarisation en milieu ordinaire : en 2021-2022, 56 % des \u00e9l\u00e8ves en situation de handicap scolaris\u00e9s b\u00e9n\u00e9ficiaient d\u2019un AESH. Parall\u00e8lement, les dispositifs de scolarisation en \u00e9tablissement m\u00e9dicosocial ont \u00e9t\u00e9 maintenus.<\/p>\n
Malgr\u00e9 ces \u00e9volutions, le rapport met en avant des limites importantes de lisibilit\u00e9 et d\u2019accessibilit\u00e9 des dispositifs pour les familles. Marie-Pierre Toubhans, pr\u00e9sidente de la commission \u00e9ducation du Conseil national consultatif des personnes handicap\u00e9es (CNCPH), a ainsi estim\u00e9 devant la mission que les dispositifs restent peu compr\u00e9hensibles pour les parents. Le rapport insiste enfin sur la persistance de disparit\u00e9s territoriales et sur l\u2019insuffisance des donn\u00e9es disponibles, en particulier sur les dur\u00e9es effectives de scolarisation et le nombre d\u2019enfants non scolaris\u00e9s, ce qui limite le pilotage des politiques publiques d\u2019\u00e9cole inclusive.\u00a0(contenu r\u00e9sum\u00e9 en fran\u00e7ais par l’IA)Lire la Suite<\/a><\/p>","protected":false},"excerpt":{"rendered":" Les d\u00e9put\u00e9s Servane Hugues et Alexandre Portier ont publi\u00e9 le 14 novembre 2023 un rapport d\u2019information sur l\u2019instruction des enfants en situation de handicap, qui dresse un bilan contrast\u00e9 de 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