{"id":9671,"date":"2019-10-17T11:48:43","date_gmt":"2019-10-17T09:48:43","guid":{"rendered":"https:\/\/www.ert.tn\/pmf\/?p=9671"},"modified":"2019-11-14T17:05:07","modified_gmt":"2019-11-14T16:05:07","slug":"protocoles-pour-les-ebep","status":"publish","type":"post","link":"https:\/\/www.ert.tn\/pmf\/2019\/10\/17\/protocoles-pour-les-ebep\/","title":{"rendered":"Protocoles pour les EBEP"},"content":{"rendered":"\n

La notion de \u00ab\u00a0scolarisation des \u00e9l\u00e8ves \u00e0 besoins \u00e9ducatifs particuliers (EBEP)\u00a0\u00bb recouvre une population d’\u00e9l\u00e8ves tr\u00e8s diversifi\u00e9e : handicaps physiques, sensoriels, mentaux ; grandes difficult\u00e9s d’apprentissage ou d’adaptation ; troubles des apprentissages ; …<\/p>\n\n\n\n

-> Troubles des apprentissages : le projet d’accompagnement personnalis\u00e9 (PAP)<\/strong>
Lorsque l’\u00e9l\u00e8ve pr\u00e9sente des troubles des apprentissages, l’\u00e9quipe p\u00e9dagogique ou la famille peut demander la mise en place d’un PAP. Il s’agit essentiellement de troubles \u00ab\u00a0dys\u00a0\u00bb (dyslexie, dysphasie, dyspraxie, dysgraphie, dysorthographie) et de troubles d\u00e9ficitaires de l’attention avec ou sans hyperactivit\u00e9 (TDAH).\u00a0 <\/p>\n\n\n\n

-> Handicaps reconnus et n\u00e9cessitant la mise en place d’un projet personnalis\u00e9 de scolarisation (PPS)<\/strong><\/p>\n\n\n\n

Protocoles: <\/strong><\/p>\n\n\n\n

Modalit\u00e9s-pratiques-pour-la-mise-en-\u0153uvre-d\u2019un-Plan-d\u2019accompagnement-Personnalis\u00e9<\/a>T\u00e9l\u00e9charger<\/a><\/div>\n\n\n\n
Protocole-PAP<\/a>T\u00e9l\u00e9charger<\/a><\/div>\n\n\n\n
Annexe-1-demande-de-plan-d’accompagnement-personnalis\u00e9<\/a>T\u00e9l\u00e9charger<\/a><\/div>\n\n\n\n
Protocole-PPS-nationalit\u00e9-Tunisienne<\/a>T\u00e9l\u00e9charger<\/a><\/div>\n\n\n\n
Protocole-PPS-nationalit\u00e9-Fran\u00e7aise<\/a>T\u00e9l\u00e9charger<\/a><\/div>\n\n\n\n
Annexe-2-demande-de-plan-personnalis\u00e9-de-scolarisation-PPS<\/a>T\u00e9l\u00e9charger<\/a><\/div>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

La notion de « scolarisation des élèves à besoins éducatifs particuliers (EBEP) » recouvre une population d’élèves très diversifiée : handicaps physiques,<\/p>\n","protected":false},"author":2,"featured_media":9684,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[248],"tags":[],"class_list":["post-9671","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-protocole-pour-la-mise-en-place-dun-pap-ou-ppn-troubles-des-apprentissages-et-ou-handicap"],"_links":{"self":[{"href":"https:\/\/www.ert.tn\/pmf\/wp-json\/wp\/v2\/posts\/9671","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ert.tn\/pmf\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.ert.tn\/pmf\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.ert.tn\/pmf\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ert.tn\/pmf\/wp-json\/wp\/v2\/comments?post=9671"}],"version-history":[{"count":5,"href":"https:\/\/www.ert.tn\/pmf\/wp-json\/wp\/v2\/posts\/9671\/revisions"}],"predecessor-version":[{"id":9842,"href":"https:\/\/www.ert.tn\/pmf\/wp-json\/wp\/v2\/posts\/9671\/revisions\/9842"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ert.tn\/pmf\/wp-json\/wp\/v2\/media\/9684"}],"wp:attachment":[{"href":"https:\/\/www.ert.tn\/pmf\/wp-json\/wp\/v2\/media?parent=9671"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.ert.tn\/pmf\/wp-json\/wp\/v2\/categories?post=9671"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ert.tn\/pmf\/wp-json\/wp\/v2\/tags?post=9671"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}