PAP and PPS School Accommodations: Complete Guide
Students with language, learning, or neurodevelopmental disorders can benefit from school accommodations formalized in a PAP (Personalized Support Plan) or a PPS (Personalized Schooling Project). This guide presents these programs, the procedures to obtain them, and the concrete accommodations to implement.
🎓 Resources for school accommodations
Adapted materials, visual tools, practical sheets
Access tools →📋 Table of Contents
The different programs
| Program | Target audience | Who decides |
|---|---|---|
| PPRE | School difficulty (no disorder) | School |
| PAP | Learning disorders (DYS, ADHD without MDPH) | School physician |
| PPS | MDPH-recognized disability (including severe disorders) | MDPH + Educational team |
| PAI | Chronic illness (diabetes, allergy...) | School physician |
The PAP (Personalized Support Plan)
For whom?
Students with learning disorders: dyslexia, dysorthography, dyscalculia, dyspraxia, dysphasia, ADHD... without requiring MDPH recognition.
How to obtain it?
- Request: family or educational team
- Assessment: school physician examines reports (speech therapy, psychological...)
- Decision: school physician validates the PAP
- Writing: educational team + family
- Follow-up: annual review
PAP content
- Description of student's difficulties
- Pedagogical accommodations by domain
- Assessment adaptations
- Follow-up (speech therapy, psychology...)
The PPS (Personalized Schooling Project)
For whom?
Students with disability recognized by the MDPH. Provides access to additional rights: AESH, adapted equipment, specialized orientation...
How to obtain it?
- MDPH file: form + reports + medical certificate
- Evaluation: MDPH multidisciplinary team
- Decision: CDAPH (Commission for Rights and Autonomy)
- Implementation: schooling follow-up team (ESS)
Possible rights with PPS
- AESH (Student with Disability Support Assistant)
- Adapted educational equipment (computer...)
- Orientation: ULIS, IME, SESSAD
- Pedagogical accommodations
- Adapted transportation
Examples of concrete accommodations
📖 Written language disorders (dyslexia, dysorthography)
- Additional time (one-third extra time)
- Enlarged documents, adapted font (Arial, OpenDyslexic)
- Reading instructions aloud
- Reduction of writing amount
- Computer with spell checker
- Oral assessment rather than written
- No penalty for spelling (except dictation)
🗣️ Oral language disorders (dysphasia, DLD)
- Short, rephrased instructions
- Systematic visual supports
- Increased response time
- Adapted oral assessment
- Front seat, close to teacher
🎯 ADHD
- Front seat, away from distractions
- Short instructions, one at a time
- Authorized breaks, movement
- Additional time
- Fractioned tasks
- Organizational help (checklists)
Exam accommodations
Students with PAP or PPS can benefit from exam accommodations (middle school diploma, baccalaureate...). The request must be made to the physician designated by the CDAPH.
Possible accommodations
- Extended time: generally 1/3 additional time
- Reader and/or scribe
- Separate room
- Computer with adapted software
- Enlarged or adapted subject
- Breaks
💡 Anticipate requests
Exam accommodation requests must be made several months before the exam. Keep all speech therapy reports and maintain records of accommodations already in place (PAP/PPS).
Role of the speech therapist
- Diagnosis: speech therapy assessment is essential for building the file
- Recommendations: suggest accommodations adapted to the profile
- Liaison: communicate with school (with parents' consent)
- Participation in ESS (schooling follow-up teams) if possible
- Renewal: follow-up assessments for renewals
Our downloadable tools
Frequently asked questions
The PAP is simpler to obtain and sufficient for pedagogical accommodations. The PPS is necessary if the child needs an AESH, specific funded equipment, or specialized orientation (ULIS). For "simple" DYS disorders, the PAP is often sufficient. For severe or multiple disorders, the PPS is recommended.
The PAP is a right if the disorder is documented. In case of refusal or non-implementation: 1) Request a meeting with the principal and school physician, 2) Contact the National Education inspector (IEN), 3) Contact the academic mediator. Keep written records of your requests.
No, they must evolve. The PAP is reviewed each year. Needs change according to age, rehabilitation progress, subjects. Some students need fewer accommodations over time, others more (increasing complexity of learning). The annual review allows for adjustment.
