Abstract:

In a previous article (Arcos, Channellière & Demaeght de Montalay, 2023) we described the objectives and completion of our disability management approach from 2015 to date.

“Committed to this H+ charter since 2015, our schools facilitate the inclusion of people with learning difficulties and disabilities in training schemes”. We will now define how to involve teachers in our global approach and how to include specific tools in each and every course animation in order to manage each type of disability.

We won't only go into the most frequently encountered learning disorders, such as dyslexia and dysorthographia, dyscalculia, dysgraphia, dyspraxia or ADD H - attention deficit disorder with or without hyperactivity (neurodevelopmental disorder with symptoms of lack of concentration, impulsivity or hyperactivity...). We will also include the needs of people with mental disabilities (high levels of stress, inappropriate reactions to context or uncontrolled behavior, communication difficulties), people with motor disabilities and those with sensory impairments, whether auditory (oral communication, access to audio information, lack of written information) or visual (locating places and entrances, moving around and identifying obstacles, use of writing and reading). For each of these situations, we will encourage teachers to adapt their teaching tools, and propose concrete solutions. The aim is not for teachers to adapt to people with disabilities, but rather to systematically integrate these practices into their lessons, whatever the audience.

Keywords:

Higher Education, disability studies, disabilities in higher education.