Charity dedicated to the fight
against childhood cancer
against childhood cancer
Among the many subjects that Eva defends for life, there is that of the school pursuit of any child who is sick or injured in life. Indeed, it is by accompanying the families that we discovered that not all the children benefited from an adapted follow-up of their schooling: no teacher available, ignorance of the options put in place, cumbersome procedures. And who does what? Our file, intended for families but also for teachers.
In particular, we worked with the northern deputy Béatrice Descamps on the law aimed at supporting children with chronic illnesses or cancer, in order to list and defend various proposals: adjusted examination conditions, rapid setting up of meetings to speed up and personalize the follow-up of the child's schooling (adapted schedule, home lessons via APADHE, recruitment of an AESH as soon as necessary, etc.).
For their part, the teachers were either misinformed about the existing systems to ensure the educational continuity of a child who is sick or injured in life, or (the majority of them) were poorly trained in the care of children with various pathologies, requiring personalized pedagogical adaptation.
In this start of the 2022 school year, it is clear that things are progressing a little: the National Education has sent its teachers a "instruction manual" regarding the continuation of school for their students who are victims of long-term illnesses or an accident. of life.
1/ Which children are concerned?
All 1 st and 2 nd degree pupils whose situation (illness, accident) interrupts their schooling for at least 2 consecutive weeks (excluding school holidays) or, in the event of long illness, a minimum of 3 discontinuous weeks.
2/Who can apply for APADHE (Pedagogical Support at Home, Hospital or School)?
It can be the parents as well as the teacher, the head of the school, or any other person concerned with the schooling or the health of the pupil. The APADHE coordinating teacher centralizes all requests and provides information to the various stakeholders.
In consultation with the various actors involved, the APADHE doctor defines the educational project, organizes and sets up the APADHE (places of intervention, rhythm, duration of support, methods of evaluation, etc.). A commission takes place every month.
Depending on the needs identified, APADHE will be provided by the child's usual teacher, or volunteer teachers from the same school, or volunteer teachers from other establishments. They will be paid overtime.
You will find attached the form for requesting APADHE.
