Difficultés d'apprentissage et mise en place des plans d'accompagnement personnalisé dans l'Académie de Caen.

INTRODUCTION: Learning disorders concern between 10 and 15% of students in France. Since 2015, the National Education has set up the "Plan d'Accompagnement Personnalisé" (PAP) to offer these students adapted facilities. However, we note that this answer does not seem sufficiently solicited in view of the need. We therefore seek to improve the care of these students by analyzing the difficulties of setting up the appropriate response. METHOD: This is a unique departmental cross-sectional cluster sampling study. We met and distributed a questionnaire to the principals of 19 schools. This questionnaire was addressed to elementary school teachers. This questionnaire included quantitative and qualitative questions on the identification of pupils in difficulty, the procedures for setting up the facilities and the difficulties encountered. RESULTS: 51 teachers answered the questionnaire, corresponding to 2155 students. 11.5% of these students had difficulty learning, and of these only 5.5% had a PAP. The "Plan Personnel de Réussite Educative" was proposed as the first solution by 1 professor out of 3. The doctors of the National Education are under-solicited, 2% of the teachers advise the families to approach them at first. CONCLUSION: We can highlight a mismatch between the number of students with learning difficulties and the number of students benefiting from development under a PAP. In addition, a misunderstanding of the objectives and indications of the PAP appears among the teachers. Finally, the latter seem to need a redefinition of the role of actors involved in the PAP.

[Learning disorders and "PAP" services in the Academy of Caen]. / Difficultés d'apprentissage et mise en place des plans d'accompagnement personnalisé dans l'Académie de Caen.

INTRODUCTION: Learning disorders concern between 10 and 15% of students in France. Since 2015, the National Education has set up the "Plan d'Accompagnement Personnalisé" (PAP) to offer these students adapted facilities. However, we note that this answer does not seem sufficiently solicited in view of the need. We therefore seek to improve the care of these students by analyzing the difficulties of setting up the appropriate response. METHOD: This is a unique departmental cross-sectional cluster sampling study. We met and distributed a questionnaire to the principals of 19 schools. This questionnaire was addressed to elementary school teachers. This questionnaire included quantitative and qualitative questions on the identification of pupils in difficulty, the procedures for setting up the facilities and the difficulties encountered. RESULTS: 51 teachers answered the questionnaire, corresponding to 2155 students. 11.5% of these students had difficulty learning, and of these only 5.5% had a PAP. The "Plan Personnel de Réussite Educative" was proposed as the first solution by 1 professor out of 3. The doctors of the National Education are under-solicited, 2% of the teachers advise the families to approach them at first. CONCLUSION: We can highlight a mismatch between the number of students with learning difficulties and the number of students benefiting from development under a PAP. In addition, a misunderstanding of the objectives and indications of the PAP appears among the teachers. Finally, the latter seem to need a redefinition of the role of actors involved in the PAP.

Evaluation of a video training program's impact on primary teachers' knowledge of allergies and skills in using an adrenaline autoinjector during the 2021-2022 school year.

AIM: The aim of the study was to assess the impact of a video training program (VTP) on primary school teachers' skills in using an adrenaline auto-injector (AAI), in correlation with knowledge regarding allergies, in cases of anaphylaxis. METHODS: A questionnaire on teachers' knowledge of allergies and on their level of confidence in using an AAI was distributed in primary schools in the French department of Manche (2173 teachers). A VTP followed this questionnaire. A second questionnaire was then distributed. Theoretical knowledge was assessed with a score out of 20. The confidence level was rated on a scale from 1 to 4. RESULTS: We collected 218 responses to the first questionnaire (10.0 % of the population included). The response rate to the second questionnaire was 4.7 % (103 participants), and from this group, 93 of the 103 participants viewed the video (90.3 %). Overall, 76 of the 218 (34.9 %) participants who completed the first questionnaire also completed the second questionnaire and watched the VTP. The number of participants who completed the whole survey was 76 (out of 2173, 3.5 %). The VTP significantly improved teachers' knowledge of the subject of allergies (the average score increased by 2.11 points, p < 0.001) as well as their confidence in recognizing the signs of a severe allergic reaction and in using an AAI: 85.4 % (n = 88) of self-confident teachers after the VTP versus 42.3 % (n = 92) before the VTP (p < 0.001). CONCLUSION: The VTP improved teachers' level of knowledge and confidence in using an AAI in cases of anaphylaxis. A similar VTP could be circulated more widely in schools to offer easy access to training tools about allergies.