What is a ULIS class? Complete guide 2026
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The ULIS classes (Localized Units for School Inclusion) represent a fundamental educational system for supporting students with disabilities in the French school system. These specialized classes provide an adapted learning environment that promotes inclusion while respecting the specific needs of each child. Since their implementation, ULIS have revolutionized the approach to inclusive education, allowing thousands of students to continue their schooling in a caring and stimulating environment.
This innovative pedagogical approach relies on a multidisciplinary team of specialized teachers, AESH (Support Staff for Students with Disabilities), and paramedical professionals to provide personalized support. The main objective remains the gradual inclusion of students in regular classes, while providing them with the necessary tools to overcome their learning difficulties and develop their autonomy.
ULIS classes in France
Family satisfaction rate
Maximum students per class
Inclusion in regular class
1. Definition and objectives of ULIS classes
The acronym ULIS stands for "Localized Units for School Inclusion". These systems were created to replace the old UPI (Pedagogical Integration Units) in 2010, thus marking the evolution from an integration logic to a true approach to school inclusion. This semantic transformation is not trivial: it reflects a profound change in educational philosophy.
ULIS classes are aimed at students with disabilities who can benefit from schooling in a regular environment but require adapted teaching and sustained support. Unlike specialized institutions, ULIS are located within regular schools, colleges, and high schools, thus promoting social interactions and the natural inclusion of students.
The main objective of ULIS is to enable these students to consolidate their learning by benefiting from differentiated pedagogies and personalized support, while gradually developing their ability to follow lessons in regular classes. This progressive approach, respectful of each student's pace, is the very essence of the ULIS project.
Key points of ULIS objectives:
- Promote the progressive school inclusion of students with disabilities
- Develop the autonomy and social skills of students
- Adapt learning to the specific needs of each child
- Prepare students for future professional integration
- Maintain the connection with the common core learning
💡 DYNSEO Advice
The application COCO THINKS and COCO MOVES is particularly suited for ULIS classes as it allows for the development of various skills (attention, memory, logic, calculation) while respecting each child's pace. Its filtering features based on specific needs make it a valuable tool for coordinating teachers.
2. The different types of ULIS classes
The French education system offers different types of ULIS classes, organized according to school levels and the specific needs of students. This organization ensures pedagogical continuity throughout the educational journey, from kindergarten to higher education.
The ULIS school welcomes students from kindergarten to CM2. These classes often represent the first experience of school inclusion for young children with disabilities. The focus is on fundamental learning (reading, writing, calculation) and the development of social skills necessary for community life.
The ULIS middle school is aimed at secondary school students and aims to consolidate knowledge while preparing for future orientation. These classes emphasize the development of autonomy and professional discovery, with internships and concrete projects that allow students to gradually build their future plans.
Finally, the ULIS high school is divided into several specialties: general and technological ULIS high school, vocational ULIS high school. They prepare students for obtaining appropriate diplomas and for their integration into the workforce or the continuation of higher studies.
Each type of ULIS has its own educational project, developed according to the specific needs of the students welcomed. Do not hesitate to ask to consult this document during your meetings with the educational team to better understand the objectives set for your child.
3. Target audience for ULIS systems
ULIS classes welcome students with different types of disabilities or learning disorders, as long as these difficulties cannot be overcome by the sole pedagogical adaptations of ordinary classes. This diversity of profiles constitutes both the richness and the challenge of these inclusive systems.
The students with autism or presenting pervasive developmental disorders represent a significant portion of the ULIS population. These children benefit from a structured and predictable environment that allows them to develop their social and communication skills. The pedagogical approach relies on visual methods and reassuring routines, facilitating their learning and gradual integration.
The cognitive disorders also constitute a frequent reason for referral to ULIS. These disorders, which can result from various pathologies (traumatic brain injuries, genetic diseases, neurodevelopmental disorders), affect attention, memory, reasoning, or information processing abilities. Teaching in ULIS allows for adapting the pace and modalities of learning to these specificities.
SLD encompasses a set of neurodevelopmental disorders that affect the acquisition and use of written and oral language, as well as academic learning. These disorders, often referred to as "DYS disorders," include:
Dyslexia: Lasting difficulties in acquiring reading skills, affecting word recognition and text comprehension.
Dysorthographia: Disorders in acquiring and mastering spelling, often associated with dyslexia.
Dyscalculia: Difficulties in learning numbers and calculations, affecting the understanding of mathematical concepts.
Dysgraphia: Writing disorders affecting the quality of graphic gestures and readability.
Dysphasia: Severe disorders in the development of oral language, impacting comprehension and/or expression.
Dyspraxia: Disorders of gestural coordination affecting the execution of voluntary gestures.
4. Functioning and pedagogical organization of ULIS
The functioning of ULIS classes is based on a fundamental principle: the alternation between specialized collective time and inclusion time in regular classes. This flexible organization allows for the adaptation of each student's timetable according to their abilities, needs, and progress, thus creating a truly personalized path.
The ULIS coordinating teacher plays a central role in this system. Holder of a professional aptitude certificate for inclusive education practices (CAPPEI), they possess the specialized skills necessary to adapt learning to the specific needs of each student. Their role is not limited to teaching: they also coordinate the interventions of various professionals and ensure communication with families and teachers of regular classes.
The pedagogical organization is based on personalized schooling projects (PPS) developed for each student. These official documents, established by the MDPH (Departmental House for Disabled Persons), define learning objectives, schooling modalities, necessary compensations, and adapted evaluations. They constitute the roadmap for the student's educational journey and are regularly updated based on their progress.
🎯 DYNSEO Methodology
The use of digital tools like COCO THINKS and COCO MOVES fits perfectly into this flexible pedagogical organization. The application allows for differentiated activities according to the needs of each student, with precise tracking of progress and detailed statistics for the coordinating teacher.
5. The multidisciplinary team and partners
The success of the ULIS system relies on the close collaboration between many professionals with complementary skills. This multidisciplinary approach ensures a comprehensive support for the student, taking into account their educational, therapeutic, and social needs.
In addition to the coordinating teacher, the team may include AESH (Accompanying Students with Disabilities) who provide individual or shared assistance to students according to their needs. These professionals play an essential role in the daily support of students, facilitating their participation in school activities and their inclusion in the life of the institution.
Paramedical professionals also intervene within the framework of ULIS: speech therapists for language disorders, psychomotor therapists for praxic disorders, occupational therapists for material adaptation, school psychologists for psychological support. These interventions can take place within the school or externally, depending on local organization and the needs of the student.
External partners complete this team: care services (SESSAD, CMPP, CMP), specialized associations, resource centers. This collaboration ensures continuity of care and support, creating a true support network around the student and their family.
Roles of the different stakeholders:
- Coordinating teacher: pedagogical management and coordination of interventions
- AESH: daily support and assistance with learning
- Paramedical professionals: rehabilitation and therapeutic support
- Teachers in regular classes: pedagogical inclusion
- School management: administrative management and logistical support
- Family: key partner in the child's journey
6. The specific advantages of ULIS classes
ULIS classes offer numerous advantages that make them a preferred solution for the schooling of students with disabilities. The first advantage lies in the advanced individualization of learning. Each student benefits from a program tailored to their pace and abilities, with realistic and progressive objectives that promote success and maintain motivation.
Progressive social inclusion is another major asset of ULIS. Students are not isolated in a specialized environment but evolve within a regular school setting, participating in recess, extracurricular activities, and school life events. This immersion fosters the development of social skills and the construction of school identity.
The development of autonomy also represents an essential benefit. Students gradually learn to manage their materials, emotions, social relationships, and schoolwork. This empowerment, supported by trained professionals, effectively prepares them for their future integration into society and the professional world.
The integration of specialized digital tools such as COCO THINKS and COCO MOVES amplifies these advantages by providing playful and motivating support for learning. The application automatically adapts to the student's level and offers varied activities that maintain engagement while working on essential cognitive skills.
7. Admission Process for ULIS Class
Admission to the ULIS class follows a rigorous and formalized process that ensures the alignment between the student's needs and the services offered. This process generally begins with a report from the educational team of the student, who has identified significant difficulties despite the adaptations already implemented in the regular class.
The creation of the MDPH file represents the central step of the process. This file includes several mandatory elements: the Cerfa application form, the medical certificate, professional assessments (speech therapist, psychologist, etc.), the GEVASCO (Guide for Evaluating Compensation Needs in Education), and any document that clarifies the student's situation.
The CDAPH (Commission on the Rights and Autonomy of Disabled Persons) then examines the file and makes its orientation decision. This multidisciplinary commission assesses the student's needs and determines whether orientation to ULIS is appropriate. If approved, it establishes the PPS (Personalized Schooling Project) that will define the concrete modalities of schooling.
The effective assignment then depends on the availability of places in institutions with ULIS. There may sometimes be a waiting list, hence the importance of anticipating the steps and maintaining dialogue with the services of the National Education and the MDPH.
Gathering medical and paramedical documents, drafting the life project, completing administrative forms. Support from teachers and health professionals is essential at this stage.
Study of the file by the multidisciplinary team, assessment of needs, proposal for orientation. Additional information may be requested during this phase.
Notification of the CDAPH decision, searching for a place in an institution, organizing the school year with the ULIS team.
8. Family-school collaboration in the ULIS system
The success of the ULIS pathway fundamentally relies on a close and constructive collaboration between the family and the educational team. This partnership is not limited to institutional meetings: it is built daily through regular exchanges, mutual understanding of the issues, and coordination of interventions.
The meetings of the educational support team (ESS) are the formal moments of this collaboration. Organized at least once a year, they bring together all the stakeholders in the child's journey: family, coordinating teacher, school management, health professionals, representative of the MDPH. These meetings allow for assessing progress, adjusting objectives, and anticipating changes in the pathway.
Beyond these institutional times, daily collaboration involves simple and effective communication tools: liaison notebook, digital messaging, informal meetings. This regular communication helps maintain coherence between school learning and family support, quickly identify difficulties, and celebrate successes.
💬 Effective Communication
To optimize this collaboration, we recommend using shared tools like COCO THINKS and COCO MOVES. The application allows families to continue at home the activities worked on in class, thus creating a natural educational continuity. Progress statistics can be shared with the educational team to adjust support.
9. Educational Tools and Digital Resources in ULIS
Technological evolution has significantly enriched the educational arsenal of ULIS classes. The specialized digital tools today allow for the offering of adapted, motivating, and evolving activities that meet the specific needs of students with disabilities. This digital revolution transforms learning methods and opens new educational perspectives.
COCO THINKS and COCO MOVES fits perfectly into this approach of educational innovation. This French educational application has been specially designed to support children with special needs. It offers more than 30 educational games targeting different skills: French, mathematics, logic, memory, and attention. Its uniqueness lies in its ability to adapt to the profile of each user through specific filters: autism, ADHD, dyslexia, dyspraxia, dysphasia, dyscalculia, trisomy.
One of the most remarkable innovations of COCO THINKS and COCO MOVES is the integration of a mandatory sports break every 15 minutes of screen time. This unique feature responds to the recommendations of health professionals regarding the rational use of screens among children. It also meets the specific sensory-motor needs of students welcomed in ULIS, particularly those with autistic disorders or attention disorders.
Advantages of COCO THINKS and COCO MOVES in ULIS:
- Automatic adaptation to the level and profile of each student
- Detailed tracking of progress with statistics for teachers
- Multisensory activities promoting engagement
- Integrated sports breaks for balanced use
- Intuitive interface accessible to students independently
- Possibility of use in class and at home
10. Assessment and tracking of progress in ULIS class
The assessment of students in ULIS class follows specific principles that differ significantly from traditional assessment. Positive and formative assessment takes precedence over normative assessment: it aims to measure the student's progress relative to themselves and the objectives set in their PPS, rather than against a class or age norm.
The assessment tools are diversified and adapted to the communication methods of each student. Assessments can be oral, visual, manipulative, or digital depending on the needs. The important thing is to allow the student to show what they can do under the best possible conditions, by removing obstacles related to their disability.
The skills portfolio often serves as the preferred tool for tracking learning. This evolving document gathers the student's productions, successes, difficulties, and progress in all areas of competence. It allows for fine qualitative assessment and becomes a true communication support with the family and partners.
The application COCO THINKS and COCO MOVES integrates an automatic performance tracking system that perfectly complements assessment in ULIS class. The generated statistics allow teachers to quickly identify areas of progress and points to reinforce, facilitating real-time pedagogical adaptation.
11. Future perspectives and developments of the ULIS system
The ULIS system continues to evolve to better meet the changing needs of students and pedagogical innovations. Digital inclusion represents one of the major challenges of the coming years, with the development of increasingly sophisticated and accessible technological tools.
The increased personalization of pathways is also a strong trend, with the development of artificial intelligence applied to education. Platforms like COCO THINKS and COCO MOVES foreshadow this evolution by offering adaptive content that adjusts in real-time to the learner's needs.
The opening towards higher education represents a challenge for the coming years. More and more students from ULIS wish to pursue post-baccalaureate studies, requiring the development of specific support systems in higher education.
Technological advancements are gradually transforming teaching methods in ULIS. The integration of artificial intelligence, virtual reality, and adaptive interfaces opens up new pedagogical perspectives.
Adaptive Learning: Systems that automatically adjust the difficulty and type of activities based on the student's responses.
Augmented Reality: Immersive visual supports to facilitate the understanding of abstract concepts.
Brain-Computer Interfaces: Assistive technologies for students with severe motor disabilities.
Predictive Analysis: Decision-support tools to optimize educational pathways.
12. Testimonials and Feedback
Testimonials from ULIS coordinating teachers reveal the transformative impact of these devices on the lives of students and their families. Marie Dubois, ULIS teacher for 8 years, states: "What strikes me the most is the transformation of students over the years. Children who arrived in great difficulty, sometimes in a state of total academic failure, regain confidence in themselves and develop skills that we never dared to hope for."
Families also highlight the benefits of the program. As explained by Sylvie, mother of a child with autism enrolled in ULIS middle school: "For the first time since the beginning of his schooling, my son gets up in the morning with pleasure to go to school. He has found his place, he is progressing, and above all, he is making friends. ULIS has rekindled his love for learning."
The students themselves express their satisfaction. Lucas, 14 years old, ULIS student: "At first, I was afraid of being different from others. Now, I know that I learn differently, but I learn! My games on COCO THINKS and COCO MOVES help me a lot, especially with math. And I love the sports breaks between exercises!"
📈 Concrete Results
Studies show that 78% of students enrolled in ULIS make significant progress in their fundamental learning. The use of tools like COCO THINKS and COCO MOVES contributes to these positive results by providing personalized and playful support that maintains long-term motivation.
Frequently Asked Questions
ULIS classes are integrated into regular schools and aim for the progressive inclusion of students in regular classes. Specialized classes, in dedicated establishments, offer fully adapted teaching without the goal of inclusion. ULIS allows students to benefit from the social environment of a regular establishment while receiving specialized teaching according to their needs.
Yes, this is actually the main objective of ULIS! Inclusion in a regular class happens progressively, subject by subject, according to the student's abilities and progress. Some students may be included for a few hours a week at first, then gradually increase their time in the regular class. This transition is always done in consultation with the educational team, the family, and according to the advice of the professionals who support the child.
The application offers specific filters for each type of need: autism, ADHD, dyslexia, dyspraxia, dysphasia, dyscalculia, Down syndrome. Each filter adapts the activities, interface, and instructions to the specifics of the disorder. For example, for autistic children, the interface is streamlined and the instructions are very clear. For ADHD children, sports breaks are reinforced. This customization allows each child to progress at their own pace in an environment adapted to their needs.
There is no standard duration for schooling in ULIS. It entirely depends on the needs and progress of the student. Some children may stay for a few months before integrating into a regular class, while others may spend several years in their schooling. The important thing is that this duration is determined by the student's progress and educational needs, in consultation with the multidisciplinary team and the family.
Yes, ULIS students can prepare for and obtain the same diplomas, with the necessary adjustments: DNB, CAP, professional baccalaureate, etc. They benefit from adaptations during exams (extended time, human assistance, adaptation of subjects) according to their specific needs. Some students can also prepare for professional certifications tailored to their orientation project. The goal is always to enable each student to reach their maximum potential and obtain a recognized qualification.
Discover COCO THINKS and COCO MOVES for your ULIS class
Provide your students with an innovative educational tool, tailored to their specific needs and respectful of their learning pace. More than 30 educational games, integrated sports breaks, and personalized progress tracking.