Team+4

09/12/07

= = __**Disabilities**__ 1.Types of disabilities 2. How they can be treated 3. How disabilities affect the disabled (emotionally, physically) 4. How disabled people are being treated(comparing France with England)

I have just put Ksenia's ideas up. If any of you can think of anymore sub topics feel free to add them.

Cindy

02/01/08 Here is some info on types of disabilities. I'm starting to translate it. Ive found it hard to find info on the other sub-topics though.

Cindy

Types of disability Summary: Various types of disability influence how individuals access the internet here we focus on a broad outline. __Eyesight__ __Hearing__ __Mobility__ __Cognitive__ __Understanding accessibility links__ Under the Disability Discrimination Act 1995 (DDA), a disability is a physical or mental impairment that has a long-term or substantial effect on a person’s ability to carry out day to day tasks. This ranges from people with physical and sensory impairments to people with diabetes, disfigurements, heart disease and epilepsy. Not all of these affect how an individual may access the internet however.

Eyesight This includes people with no vision, or some functional vision. For example, screen readers are used by the blind to read web pages, and someone with poor vision may use screen magnification or adjust their browser settings to make reading more comfortable. This group also includes people with colour blindness and those with eyesight problems related to ageing.

Hearing This includes people who are completely deaf or have partial hearing in one or both ears and require the use of a hearing aid.

Mobility This refers to a wide range of people with varying types of physical disabilities. With regards to the web is refers largely to people with upper limb mobility, manual dexterity and co-ordination problems. This can be caused though a disability that an individual is born with or one that develops due to illness such as Multiple Sclerosis (MS), Parkinson’s or a stroke. People with a broken bone would also temporarily fall into the category.

Cognitive Cognitive impairment refers to people with dyslexia and learning difficulties. Dyslexia is a condition where people have difficulties with reading, writing or spelling. Learning problems can range from someone who has a serious mental impairment, or may be due to more common factors as poor literacy, a low level of skill using a computer, having to use the web in a second language, or problems understanding information.

[|__http://www.rnib.org.uk/xpedio/groups/public/documents/PublicWebsite/public_typesofdisability.hcsp__][|__http://www.opsi.gov.uk/ACTS/acts1995/ukpga_19950050_en_2__] Link to the disability act in full [|__http://www.direct.gov.uk/en/DisabledPeople/index.htm__] Link to everything about disabilities in UK [|__http://www.senat.fr/leg/tas04-018.html__] Link to French Law on disabilities (in French)

European Master in Adapted Physical Activity 2005-2006

Comparative Study AN OVERVIEW ABOUT THE ADAPTED PHYSICAL ACTIVITY DEVELOPMENTS IN FRANCE ~ Magali **GEORGES DIT RAP** ~ Sylvia **CACHARD** ~ Christophe **MEYER** MONTPELLIER

“Université Montpellier I ”

LILLE 2

“Faculté des Sciences du Sport et de l’Education Physique”

I. Introduction

I.1 General Characteristics of the country I.2 Demography in France I.3 Situation of the handicapped in France and targets groups

II. Initial education- Professional APA- Training

II.1 Education II.2 APA training of professionals in education II.3 Rehabilitation

III. Competitive and elite sports

III.1 Fédération Française Handisport III.2 Fédération Française du Sport Adapté III.3 Fédération Française des Sourds de France

IV. Costs for APA activities for the handicapped him or herself

V. Organisation of APA in France V.1 Governmental regulation V.2 Laws

VI. Attitude of people toward persons with disabilities VII. Research in the different areas of APA

VII.1 CTNERHI VII.2 CNRS VII.3 STAPS VII.4 RFRH

VIII. Discussion and conclusion

I. INTRODUCTION: I.1. General Characteristics of the country

→ **//Capital//**: Paris

→ **//Area://** 544,435 sq. km France is a State of Western Europe, bordered in the North-West by the North Sea and the English Channel, in the west by the Atlantic Ocean, the south by the Mediterranean (on the whole: 3.427 km of maritime borders), and limited :

- in the North-East by its borders with Belgium (with which France has 620 km of common border), Luxembourg (73 km) and Germany (451 km),

- in the east with Switzerland (573 km of common border),

- in south-east with Italy (488 km) and Monaco (4?4 km),

- And in south-west with Spain (623 km) and Andorra (56, 6 km). • The French Republic includes the metropolitan France divided in 22 regions and 96 departments along with four overseas departments (DOM) which are Guadeloupe (surface: 1.704 km²), Guyana (surface: 90.000 km²), Martinique (surface: 1.110 km²) and Meeting (surface: 2.512 km²). • it also includes four overseas territories (TOM) - French Polynesia, New Caledonia, Wallis and Futuna and the French Southern and Antarctic Territories, • And "territorial units" with a special status, Mayotte and St Pierre and Miquelon.

→ **//Languages://** French 100%, rapidly declining regional dialects and languages (Provencal, Breton, Alsatian, Corsican, Catalan, Basque, Flemish).

→ **//Ethnic groups://** Celtic and Latin with Teutonic, Slavic, North African, Indochinese, Basque minorities.

→ **//Religions://** Roman Catholic 90%, Protestant 2%, Jewish 1%, Muslim (North African workers) 3%, unaffiliated 4%.

→ **//Basins://** In spite of the imposing mountainous framework, the low areas dominate. Two sedimentary basins occupy the two fifths of the territory. The Paris basin (140.000 sq km, is the quarter of the territory) is an area of plains and plates that the hydro graphic networks of the Seine and the Loire are divided. The Aquitaine Basin (80.000 sq km), mainly drained by the Garonne, presents a comparable device.

→ **//Climate://** The climate of France is moderate if one considers the average temperatures, happy medium between the arctic cold and tropical heat. Precipitations are moderated and distributed generally well in the year. These characters however do not prevent certain extreme, cold wave situations or periods of dryness. Nevertheless, it's possible to say that in France there are three types of climates: - Oceanic (in the west)

- Mediterranean (in the south)

- Continental (in central and eastern France).

→ **//Hydrography://** The distribution of the French rivers is conditioned by the relief and the geological history. Thus the Seine drains it the major part of the Paris basin, whereas the Loire, which still joined it close of Paris at the beginning of the Quaternary one, constituted an independent network. Like the Seine, the Garonne gathers in its central gutter the greatest part of water of its basin. Born in the Alps, the Rhone engulfs, like the Saone, its large affluent, in the vast corridor of collapse separating the central Solid mass from the Jura and the Alps. The central Solid mass is the great center of dispersion of water on the French territory; it more or less abundantly feeds its principal rivers: the Loire (1.020 km) and the Seine (775 km), only whose basin is entirely located inside the borders; the Rhone (880 km, including 522 in France) and the Garonne (650 km, including 575 in the Hexagon), which respectively takes their source in Switzerland and Spain.

→ **//Littoral://** France is bordered by nearly 3.000 km of coasts presenting of the various aspects, of the relief low and regularized at the rock and cut out zones which shear more resistant grounds.

→ **//Relief://** • Plains cover two thirds of the total area. • Principal mountain ranges: the Alps (of which the highest peak, Mont Blanc, rising to 4,807 meters, is the highest mountain in Western Europe), Pyrenees, Jura, Ardennes, Massif Central and Vosges.

I.2. **Demography in France**

→ **//Population//** : France counts approximately **//60 561 000 inhabitants//** (63 millions DOM-TOM included) to the 1er January 2005 according to a regular statistical survey of INSEE. Age structure to the 1er January 2005 (INSEE): - //Less than 20 years//: 25, 2 % of the French population (DOM-TOM included), - //20 to 64 years//: 58, 6 %, - //More than 65 years//: 16, 2 %.

→ **//Density//**: 110 Hab. /sq km (Metropolitan France only).

→ **//Life expectancy ://** of the men: 75, 9 years (in 2003), 76, 7 years (in 2004). Of the women: 82, 9 years (in 2003), 83, 8 years (in 2004). In 2004, the life expectancy man-woman passes the 80 year old bar.

→ **//Growth rate of the population//**: 0, 35 % (in 2003); France gained 1, 7 million inhabitants between 1999 and 2004, are an average growth of 0, 58 % per annum over this period.

→ **//Index of the economic situation of fruitfulness//** : 1,75 child/women (in 2001); 1,86 child per woman over the period 1999-2003, according to INSEE. It's estimated in 2004 at 1.91, that is to say the second figure in Europe after Ireland.

→ **//Migratory balance//**: approximately 410 000 people (1999-2004), is approximately 82 000 per annum.

→ **//Population with disabilities://** In France, the proportion of people who need a regular help to do daily life acts because of handicap or health is estimated **//about 5//** millions. In effect, this number is the according to the survey “Disabilities, Impairments, Dependence” (1998-2002) (French acronym: H.I.D, Handicaps, Incapacités, Dépendance) realized by the I.N.S.E.E and supported by the I.N.S.E.R.M (National Institute for Health and Medical Research) in order to make, among others things, estimates of the number of persons with disabilities. This survey shows that **13, 4% of total population** suffer from **physical** disability, 11, 4% sensory disability, 9, 8% organic disability (cardiovascular, respiratory), **6, 6% learning disability**. There are more than 8 millions of people with a physical disability ranging from mild (rheumatic fever, osteoarthritis) to severe (tetraplegia, paraplegia, hemiplegia). These severe disabilities concern less than 9% of the persons with a physical disability (so less than 1% of the total population). Among sensory disabilities, 3, 1 millions of persons declare having a visual impairment, 55 000 of them are suffering from total blindness, 225 000 from a partial blindness. The proportion of persons concerned by disability increases with age: physical disabilities affect 1% of young people, more than 50% of octogenarians and 75% of nonagenarians. Organic disabilities affect 6% of children and 30% of people who are more than 80 years old. But the H.I.D survey also used other types of scales like the socioprofessional level, for example. Also, the proportion of persons in the working class who declare having a disability is 1, 6 times higher than the one in the management class. Over the last decade, people thinking about disability all reached the same recursive, twofold conclusions: that of French delay in obtaining nationwide statistical data on disabilities, impairment and dependence, and that of heterogeneity and lack of information body concerning these matters. “Improvement of statistical information on disability” has proven indispensable. The H.I.D survey can be considered as the first real assessment of the number of disabled people in France.

I.3. Situation of the handicapped in France and target group

On July 18, 2001, Ségolène ROYAL, the minister of Family, Childhood and Disabled people, presented a bill in order to change the situation of the handicapped in France. She wants to reform the law of June 30, 1975 in favour of disabled people. She put on place this reform in order to improve the disabled people situation (more consideration, financial support, integration, etc.) In France, persons with disabilities are in a little social exclusion context because they meet difficulties for their integration. : - problems with technical accessibilities and environmental adaptations, - A lack of communication, - Research in APA takes fewer places than others. But we are in a change period, in effect, laws for disabled people are met to improve their condition. The society has to change its look about the handicap in order to help disabled people to take a real place in it that will benefit to the participation in APA. In France, all ranks of ages are included in rehabilitation and educational areas, as well children, as adults and elderly people who can have a disorder as follow:

- Neuromuscular disorders (cerebral palsy, epilepsy, muscular dystrophy, rheumatoid arthritis,

- Chronic obstructive pulmonary disease (C.O.P.D) (asthma, bronchitis, cystic fibrosis),

- Physical disability (spina bifida, amputations, spinal cord injuries),

- Cognitive/sensory impairments (learning disabilities, mental illness, traumatic brain injury, visual impairment, hearing impairment,

- Metabolic disorders (obesity, diabetes),

- Ageing (Alzheimer’s, Parkinson’s disease, osteoporosis),

- Psycho-social (eating disorders),

- Cardiac conditions.

II. INITIAL EDUCATION – PROFESSIONAL APA – TRAINING II.1. Education

To begin, the first law about the "special educational" dated in 1909. Initially, there was a wish to create classes and schools for backward and mentally delayed children, without concrete issues. After the 2ndwar, the Social Security which had just created, didn't respond to the needs and for different reasons, public administration failed toward family requests especially for educational side. So, family associations have been founded and took the initiative to create special structures for handicapped children. Social Security helped these new structures with a financial support. The most important consequence of this circumstance was the intervention of “medical take charge”; in fact it was the start of the medical and paramedical power. There is an evolution of this description, since the last 15 years, thanks to a social pressure of the parents. For example, the circular of October 30, 1989 endorses the minimum fare of children and adolescents mentally handicapped in establishments and services of special education. From this logical way, medical doctor and therapists took part in the specialised establishments. Then, considering all these aspects, it seemed logical that these establishments (created by parents mainly for the education of their infants) would be connected with Health Ministry. It is for this reason that: - In most cases the establishments for handicapped are said “private” even though their Budget comes from public community, trough a “daily cost” - Disabled people are considered in the first place as ill patients. There was a program created by the government 6 years ago, "HANDISCOL' ", it intends to improve the integration of disabled children and teenagers in mainstream school. Twenty measures are taken in place. Also, the 5 main purposes of this Handiscol’ program is:

- To reaffirm the right and to promote it

- To create tools of observation

- To improve the orientation and to strengthen the control

- To develop system and tools of integration

- To improve the training of the staff (teachers) supervised by the National Education Ministry.

In France, two administrations deal with the integration of disabled people:

The C.D.E.S (Departmental Commission of Special Education) for the children. It is an administration which orients children toward the best way. This organism can also help the child financially thanks to a benefit called “Allocation d’Education Spécialisée”. In priority order this administration wishes: 1) The individual integration of the children in the mainstream classroom, but if it’s not possible, 2) The collective integration is the second possibility according to their age and disabilities. There are four types of class called “CLIS 1” for children with a learning disability, “CLIS 2” for deaf children, “CLIS 3” if they have a visual impairment and “CLIS 4” for the children with a physical disability. This organization is for the primary school. In the secondary school the organization is different: CLIS classes don’t exist and we have a class called “UPI” only for children with a learning disability. All these classrooms are integrated in mainstream school. 3) At the end, if the collective integration isn’t possible, children are oriented toward the specialized schools, created according to the need of each disability (for example social institutions for children with a behavior disorder, institutions for children with a visual impairment, Institutions for children with a deaf impairment, institutions for polyhandicapped children, motor re-education centers, hospital areas: metabolic disorders and psychiatry etc.) In order to help either individual and/or collective integration, the government created services which support each child when he needs it (with qualified people, who move where the child is). There is one: the CAMPS for the nursery and kindergarten and an other: the SESSAD for the primary school. Then, beside P.E courses (French acronym: E.P.S, Physical and sport education), children can practice competitions thanks to the “Union National du Sport Scolaire” (sport association linked with schools). U.N.S.S is in accordance with all the French federations in order to promote integration by means of competitions and training period. Also, federations for disabled (F.F.H and F.F.S.A) take part in this project and are in communication with the U.N.S.S thanks to the Handiscol’ program which promotes sport meetings between able-bodied children and disabled children. Sport is a very good opportunity to promote integration.

The COTOREP (Technical Commission of Orientation and Professional Reclassification) for adults people. If a handicap disturbs the social or professional life of an adult, the COTOREP can help it to take stock of its abilities, to direct it, decide financial and social assistances. It is addressed to the adults who are more than twenty years (or sixteen years in the event of an entry in the active life) and unbounded of age beyond. The first section relates to the relations of the handicapped person with work (recognition of the quality of its work, financial assistances for a return to employment). The second section allots allowances, evaluates the rate of incapacities and directs towards specialized establishments (CAT for example: Center of Assistance by Work).

V.2. Laws

- **General laws** Law of the 30th of June, 1975: The medical and the educational action are kept and the integration becomes a government obligation.

Law of the 2nd of January, 2005:

It accentuates the equality of the rights, the equality of opportunity, and the citizen participation of the handicapped person.

- **Specific law about physical activities and sports**

Law of July 6, 2000 relatives to the organization and promotion of the physical activities and sport: Article n°4 “ The organization and the schedules for the “Education Physique et Sportive” (E.P.S) in school, professional training and specialized establishment take into account specificities linked to different types of disability”. “Educators and teachers facilitate the access to young people with a disability to regular practice of physical and sport activities by using adapted teaching methods”. “A specific training about different types of disability is given to teachers and sport educators during their initial and continuous training”.

VI- ATTITUDE OF PEOPLE TOWARD PERSONS WITH DISABILITIES

Despite the great number of official texts wrote by the French State, there is a real problem of spread of them towards the population. That’s why an important effort is undertaken at present to diffuse the information. The most important problem about the attitude of people is the difference between the attitude toward persons with sensory motor disabilities and persons with psycho-social disabilities: Persons with physical disabilities, deaf or hearing disabilities are easily accepted than persons with mental retardation or psycho-social disabilities. The reason is that, these persons are like “locked” in centers, or they stay with their family. So, that’s why people are not used to see them (in the streets by example). We can say than there is again, unfortunately, a scared, people are afraid, but it’s only because they don’t know, there is a big lack of information. For example, we can see Paralympics Games on TV in France but never the Special Olympics Games, there is no gratitude.

⇒ **Children and disabilities**

Around each child, there is a real team (composed of the family, a teacher, an educator, a physiotherapist, a psychologist and others professionals) reflect together in order to make plan for the child’s future (this plan is reviewed each year). A lot of adults intervene to take charge of the child in the best possible way. However, it’s sometimes difficult to know what the function of each one is.

⇒ **School situation**

Physical activity is considered as the best tool to aim integration. In a lot of institutions, the first subject which occurs integration is the “Education Physique et Sportive (E.P.S). Jean VIVES, president of E.P.S review (Revue E.P.S), explained that the purpose of the physical and sport activities is to develop self-sufficiency, which is the most important for the person with a disability. Nevertheless, a national survey in 1993 took a census and showed that only 60% of disabled children take part in sport. Also, this survey showed the major integration is in college and primary school (80%). Also teachers seem having more difficulties to integrate children with a physical disability than those who have visual or hearing problem. Since 1972, it’s possible in France to take an adapted competitive exam in E.P.S. The first session of adapted E.P.S in the “Baccalauréat” was in 1981 (131 students with a disability passed it). Also, the adapted “continuous control” began in 1984. Children take part in exams on condition that they show a medical certificate concerning their disability. Listed below are the main factors considered to be major participation barriers in the country:

→ **//From an institutional point of view://** A lack of knowledge concern to existing texts of law about the people with a disability.

→ **//From a professional point of view://** A lack of training.

→ **//From a personal point of view://** Difficulties for teachers facing disabled students because a lack of training.

→ **//From a relational point of view://** A lack of motivation and interest, of access to information on services/facilities available. A lack of education.

→ **//From a structural point of view://** Non-availability of transport, very high prices to buy sport equipments (a wheelchair for sport is very expensive), a lack of access to sport infrastructure (elevators, handrail etc…).

VIII- DISCUSSION AND CONCLUSION

In conclusion, we can note there is a whole range of laws which admits the right to disabled persons to benefit from APS practice, in mainstream area or specialized structures, trained by a qualified personal, we can see important evolutions since several years. However, the reality is very different. The responsibility is above the actors who intervene daily beside people with a disability. If al the laws were the reality, France would be a perfect country for disabled persons…. Nevertheless, more and more types of disability have been identified and are acknowledged. A.P.A has a great place; so the prospect of employment needs to be developed. Despite the wish of professional in A.P.A, those can’t work by themselves and need to be integrated in the team with other professionals to can reach their purposes within a common project.

//Sciences du Sport et de l’Education// Physique”