A specialized classroom within the French school system is offering a unique approach to inclusive education. The ULIS – Unit Localisée pour l’Inclusion Scolaire – provides a tailored learning environment for students with disabilities, allowing them to participate in mainstream classes while receiving dedicated support.
At the Collège Maria-Borrély in Digne-les-Bains, Alpes-de-Haute-Provence, this model extends beyond traditional pedagogy. The ULIS classroom serves as a resource hub for fourteen students this year, a space designed for respite, re-engagement, and personalized learning within the broader school environment.
The approach emphasizes individualized pacing. “Chacun son rythme,” – “each at their own pace” – summarizes specialist teacher Audrey Blavoyer.
A Respite Space Within the School
The ULIS classroom enables students to balance mainstream inclusion with adaptive support. They attend regular classes alongside their peers, supported daily by five AESH (Accompagnants d’Élèves en Situation de Handicap – student support assistants), and also have access to a more calming space at designated times. “They are voluntary and come here to relax, through collective projects, to recharge,” explains Audrey Blavoyer.
This model reflects a growing trend in educational technology focused on personalized learning and accessibility. By providing dedicated support and a tailored environment, schools like Collège Maria-Borrély are leveraging resources to ensure all students can thrive within the mainstream education system. Parents and teachers at the school recently voiced concerns regarding broader school climate issues, including staffing shortages and rising tensions among students, highlighting the importance of dedicated resources like the ULIS classroom.
