title: Down Syndrome and Schooling: Total Inclusion or Specialized Class, How to Choose
description: A complete guide to choosing between total school inclusion in a regular class and a specialized class (ULIS) for a child with Down syndrome: advantages, disadvantages, decision criteria, and testimonials to make the best choice.
keywords: school inclusion Down syndrome, ULIS Down syndrome, regular class Down syndrome, adapted schooling Down syndrome, choose Down syndrome schooling, specialized class vs inclusion
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Down syndrome, schooling, inclusion, ULIS, specialized class, regular school, school choice
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Reading time: 22 minutes
"The school offers me ULIS, but I want my son to be in a regular class." "My daughter is struggling with total inclusion, she is lost." "How do you know what is best?" "Isn't ULIS giving up on inclusion?" "Can we change our mind along the way?"
The choice of schooling mode is one of the most important and anxiety-inducing decisions for parents of children with Down syndrome. Total inclusion in a regular class with adaptations? Specialized class (ULIS) with partial inclusion? IME (Medico-Educational Institute)? Each option has its advantages, its limits, and the "right" choice depends on the child, their needs, their abilities, and the local context.
There is no universal solution. But there are criteria to decide, questions to ask, elements to evaluate. This guide helps you in this crucial reflection to make the choice most suited to your child.
Table of Contents
1. The different schooling options
2. Total inclusion in a regular class
The different schooling options {#options}
1. Total inclusion in a regular class
The child is enrolled full-time in a regular class (preschool, elementary, middle school).
Support:
- AESH (Accompanying Student in a Situation of Disability)
- Pedagogical adaptations (PPS)
- No specialized class
- Time in ULIS: Adapted teaching, small group (max 12 students), specialized teacher
- Time in inclusion: Participation in certain classes in a regular class (PE, arts, music, depending on abilities)
Principle: Maximum inclusion, the child follows the common program with adaptations.
2. ULIS (Localized Unit for School Inclusion)
Specialized class within a regular school.
Operation:
Principle: Adapted teaching + socialization with neurotypical peers.
3. IME (Medico-Educational Institute)
Specialized establishment (outside regular school).
Public: Children with disabilities requiring intensive medico-social support.
Care: Educational, therapeutic, social.
Less inclusion with neurotypical peers (except for occasional activities).
4. Mixed schooling
Combination: Time in a regular class + time in ULIS (depending on needs).
Flexible, adaptable.
5. Part-time schooling
Several hours a day (fatigue, specific needs).
Complementarity with rehabilitation, rest.
Total inclusion in a regular class {#inclusion-totale}
Advantages
1. Maximum socialization
Constant contact with neurotypical peers.
Language models, behavior.
Friendships with ordinary children.
2. Real social inclusion
Sense of belonging: "I am in the class like everyone else."
Self-esteem strengthened.
3. Cognitive stimulation
Stimulating environment, demanding (can pull upwards).
Exposure to varied content.
4. Preparation for life in society
Society is mostly neurotypical: inclusion prepares to interact with everyone.
5. Strong political message
Affirmation of the right to inclusion, fight against segregation.
Disadvantages / Difficulties
1. Gap with the program
Program level may be too high, too fast.
Risk: The child physically follows, but does not understand, falls behind cognitively.
2. Fatigue
Constant effort to keep up, understand.
Limited attention: 6 hours of class = exhausting.
3. Feeling of failure
Comparison with peers: "I can't do it like them."
Risk of loss of confidence if too many difficulties.
4. Dependence on the AESH
If the AESH is untrained, absent (absences): the child is lost.
Quality of inclusion = quality of the AESH.
5. Lack of adapted teaching
The regular teacher is not trained in specialized pedagogy.
Adaptations sometimes insufficient.
6. Paradoxical social exclusion
Physically present, but socially isolated (no friends, plays alone at recess).
Physical inclusion ≠ social inclusion.
For whom?
Children with:
Favorable context:
Specialized class (ULIS) {#ulis}
Advantages
1. Adapted teaching
Specialized teacher (disability training).
Differentiated pedagogy Small group (max 12): individualized attention. 2. Reduced pressure Less comparison with neurotypical peers. No race against the program. Progress at their own pace, valuing successes. 3. Secure environment Peers with disabilities: sense of belonging, mutual understanding. Less teasing, more kindness. 4. Partial inclusion Time in a regular class for socialization (PE, arts, recess). Better balance: adapted learning + socialization. 5. Multidisciplinary support Collaboration with speech therapist, psychologist, educators. Global care. 1. Less contact with neurotypical peers Time in ULIS = separation from ordinary children. Fewer linguistic, social models. 2. Stigmatization "He is in the class for disabled children." Risk of labeling, rejection by other students. 3. Potentially lower expectations Risk: Underestimating the child's abilities. "He is in ULIS, he can't do that." May limit progress if ambitions are too low. 4. Variability in quality Depends on the ULIS teacher, the establishment. Some ULIS are excellent, others less so. 5. Difficult transition to total inclusion If the child progresses: difficult to move from ULIS to a regular class (rigid system). Children with: Favorable context:Disadvantages / Difficulties
For whom?
How to choose: decision criteria {#criteres}
1. Assess the child's abilities
Cognitive abilities:
Attention / Concentration:
Language:
Behavior:
Independence:
Socialization:
Tool: Multidisciplinary assessment (psychologist, speech therapist, psychomotor therapist, teacher).
2. Assess the local context
Quality of the regular school:
Quality of the ULIS:
Geographical proximity:
Possibility to visit: Observe classes, meet teachers.
3. Listen to the opinions of professionals
MDPH Multidisciplinary Team, teachers, school psychologist.
Their opinion is valuable (experience, expertise).
But: You know your child better than anyone. The final decision is yours.
4. Listen to your child
If the child can express an opinion:
"Do you prefer to be in the big class with all the children, or in the small class with fewer children?"
Respect their preferences (as much as possible).
5. Test if possible
Trial period (a few weeks) in total inclusion or in ULIS.
Observe:
Adjust according to observations.
6. Beware of ideologies
"Total inclusion at all costs": Sometimes a dangerous dogma.
Inclusion ≠ physical presence without real adaptation.
Some children thrive better in ULIS (adapted teaching, less pressure).
Conversely: "ULIS mandatory for all children with Down syndrome" = false.
Every child is unique. There is no universal solution.
Testimonials and feedback {#témoignages}
Successful total inclusion
"My son is in 2nd grade in total inclusion with AESH. He loves school, has friends. Yes, he doesn't follow everything, but the teacher adapts, and most importantly, he is happy, integrated. For us, it was the right choice." — Sophie, mother of Lucas, 8 years old
"My daughter is in 6th grade in a regular class. She has always been in inclusion. She struggles in math, in French, but she makes friends, participates in outings, feels 'normal'. The AESH is wonderful. We regret nothing." — Marc, father of Emma, 12 years old
Difficult total inclusion
"We insisted on total inclusion. Result: my son was lost, unhappy, rejected by classmates. He felt worthless. We eventually requested ULIS. Now, he is thriving." — Caroline, mother of Théo, 9 years old
"The AESH was absent half the time. My daughter sat for 6 hours without understanding anything. Inclusion looks good on paper, but in reality, it was a failure. We switched to ULIS." — Julien, father of Léa, 7 years old
Successful ULIS
"My son is in ULIS. He learns at his own pace, the teacher is great. And he still goes to PE, music with the others. He has friends in both classes. It's the best of both worlds." — Amélie, mother of Nathan, 10 years old
"ULIS saved my daughter. She was suffering in total inclusion. In ULIS, she regained confidence, she is progressing, she is happy." — Claire, mother of Zoé, 8 years old
Problematic ULIS
"The ULIS in our area was catastrophic. Unmotivated teacher, no real inclusion. ULIS students were isolated, stigmatized. We preferred to change schools for total inclusion elsewhere." — David, father of Hugo, 9 years old
Possible evolution and changes {#evolution}
The choice is not definitive
You can change your mind, direction.
Examples:
Reevaluation during ESS (Schooling Follow-up Teams), every year.
Mixed pathways
Preschool
Total inclusion (less demanding program)
Elementary
ULIS (more complex program)
Middle School
Mixed (some classes in inclusion, others in ULIS)
Adaptation according to the child's evolution.
Transition to protected environment
If difficulties are too significant (academic failure, suffering):
IME may be considered (not a failure, but an adapted response).
The important thing = the child's well-being, not ideology.
Frequently asked questions
"Is ULIS giving up on inclusion?"
No. ULIS is part of the regular school. There is socialization with neurotypical peers (recess, cafeteria, partial inclusion).
It is a form of inclusion, adapted.
"Will my child be stigmatized in ULIS?"
Depends on the establishment.
If inclusive culture (awareness, respect for difference): No.
If rejection, teasing: Yes, and that is unacceptable (address the management, change establishments).
"Can we refuse the orientation to ULIS proposed by the MDPH?"
Yes. The final decision belongs to the parents.
But: Discuss with the team, understand the reasons for the proposal.
If persistent disagreement: Possible appeal.
"And if my child progresses a lot?"
Regular reevaluation.
Transition from ULIS to total inclusion possible (rare, but exists).
"Is total inclusion mandatory?"
No. The law provides for inclusion in the reference school with the necessary adjustments.
If the necessary adjustments = ULIS, it is legal and relevant.
Conclusion: The right choice is the one that suits YOUR child
There is no "good" or "bad" universal choice between total inclusion and ULIS. The best choice is the one that allows your child to thrive, progress, be happy. Total inclusion for some, ULIS for others, mixed pathways for others still.
The keys to choosing:
1. Assess the abilities of the child (cognitive, attentional, social)
2. Assess the local context (quality AESH, teachers, ULIS)
3. Listen to professionals (but keep the final word)
4. Test if possible (trial period)
5. Observe the child: Are they happy? Are they progressing?
6. Be willing to change if the first choice does not fit
Your child deserves an adapted, fulfilling education. No matter the system, as long as they grow, learn, smile. Trust your parental instinct. You know what is good for them.
DYNSEO resources to support schooling:
Total inclusion or ULIS? The right choice is the one that makes your child's eyes shine. Observe them. Listen to them. Choose for them.