Charter for welcoming disabled people to training courses

Charter objectives

The aim of the "Charte d'accueil en formation des personnes en situation handicapée" is to encourage the inclusion of disabled people in training programs. The generalized accessibility of disabled people to all common law systems, as set out in the Handicap Act of February 11, 2005, translates into a new obligation for training organizations to adapt training methods to the needs of disabled people.
In line with the principle of non-discrimination enshrined in the French Constitution and the provisions of the February 11, 2005 Law, candidates with a recognized disability must benefit from the same entry conditions (pre-requisites, status, etc.) and treatment as other learners. However, this principle is not always sufficient to guarantee satisfactory completion of training courses, and Agefiph can offer specific assistance on a case-by-case basis to beneficiaries in training situations (financing of pedagogical adaptations, human and technical aids, etc.), in order to compensate for difficulties linked to disability, and thus re-establish equal rights and opportunities for successful integration into the workforce.

Public concerned

The "Charte pour l'accueil en formation des personnes en situation de handicap" is aimed at trainees enrolled in one of the training programs covered by the February 11, 2005 Law, namely:
1. Workers recognized as disabled by the CDAPH (Commission Départementale des Droits à l'Autonomie des Personnes Handicapées, formerly COTOREP)
2. Workers with a permanent disability of at least 10%.
3. Disability pensioners
4. War pensioners or equivalent
5. Holders of an Allocation d'Adulte Handicapé (AAH) (disabled adult allowance)
6. Carte d'Invalidité (disability card) holders
7. Young people aged 16 to 20 with an apprenticeship project, and who have been notified of their rights by the CDAPH The program may also be open to all private-sector employees covered by the law of February 11, 2005.

Our commitments

To welcome to our training courses the public defined above as eligible, without discrimination.
1. To implement all the pedagogical, material and organizational adaptations required to meet the needs of people with disabilities;
2. Mobilize, within our organization, a disabled person referent, whose mission is set out in a job description;
3. Enable the disabled person to take part in any training courses offered, as well as in meetings between professionals aimed at exchanging practices;
4. Mobilize all our teaching, technical and/or administrative teams on issues relating to the reception of people with disabilities;
5. Display the "Charte pour l'accueil en formation des personnes en situation de handicap" in a place accessible to all, to inform trainees and staff of the commitments made.

● Procedure for welcoming people with disabilities

1. Implement an individualized welcome procedure Right from the recruitment phase, to enable the implementation of art. D.323-10-1 of the French Labor Code, a meeting is proposed to the disabled person by the TH referent. The aim is to assess any specific needs (educational, material, organizational, etc.) that may be required to ensure that the training program runs smoothly. This assessment is carried out with the learner, in close collaboration with the prescriber, who has a good knowledge of the learner's potential difficulties. From this stage onwards, depending on the disability presented, or if the needs assessment requires further clarification, the vocational guidance counsellor can be supported in implementing adaptations by a specialized service provider. Prescribers can request specific services (Prestations Ponctuelles Spécifiques - PPS) financed by Agefiph. PPSs involve the implementation of expertise or compensation techniques, imposed by the disability in pre-identified situations such as training projects. In this way, they aim to compensate for the consequences of the disability and develop the learner's autonomy. In the absence of a prescriber, Agefiph can respond directly to the referent's questions. The assessment carried out by the referent can also focus on the learner's needs in the company, in order to best prepare the immersion phases, and thus future access to employment. This initial interview enables the consultant to specify to the future apprentice the adaptations and assistance he/she will be able to benefit from during training. She will also set out the terms of the proposed support, so as to anticipate any difficulties and avoid any breaks.

2. Validation of entry into training The candidate's entry into training will be confirmed with the prescriber or, where applicable, the reasons for refusal will be notified, so that a new project can be drawn up.

3. Implementing the training Once the individual's needs have been assessed, the training advisor works with management and the teaching teams to ensure the feasibility of organizational adaptations (timetable, pace, etc.), material adaptations (individual technical aids, etc.) and pedagogical adaptations (reinforcement, modularization, etc.) to enable the learner's integration and take into account the specific nature of his or her disability. An individualized training program can thus be proposed, with the referent keeping a watchful eye throughout the course for any difficulties that may arise in relation to the disability. In order to be supported in the exercise of her function, the referent can call on the skills of the prescribing organization.

4. Training follow-up An individualized assessment involving, if possible, the learner, the pedagogical referent (or referent trainer) and the prescriber (and the company tutor in the case of work-study training) will be scheduled at the end of training on the referent's initiative, to ensure that the path to employment is pursued under the best possible conditions.


Social responsibility:

Within the organization, Vincent Jeannin, is the Handicap referent and vocational integration advisor who promotes :
- Welcoming candidates (upstream and during the course)
- Securing the training path for learners with disabilities (including exams),
- Orientation
- Their professional integration
- Support in the workplace (in conjunction with their apprenticeship supervisor, tutoring team, integration officers and integration advisors).
- For any problems outside the training
- She can be the link with ad hoc structures