School Accommodations PAP and PPS: Complete Guide
Students with language, learning, or neurodevelopmental disorders can benefit from formal school accommodations outlined in a PAP (Personalized Accompaniment Plan) or a PPS (Personalized Schooling Project). This guide presents these systems, the steps to obtain them, and the concrete accommodations to be implemented.
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The Different Systems
| System | Audience | Who Decides |
|---|---|---|
| PPRE | School Difficulty (no disorder) | School |
| PAP | Learning Disorders (DYS, ADHD without MDPH) | School Doctor |
| PPS | Recognized Disability MDPH (including severe disorders) | MDPH + Educational Team |
| PAI | Chronic Illness (diabetes, allergy...) | School Doctor |
The PAP (Personalized Accompaniment Plan)
For Whom?
Students with learning disorders: dyslexia, dysorthographia, dyscalculia, dyspraxia, dysphasia, ADHD... without the need for MDPH recognition.
How to Obtain It?
- Request: family or educational team
- Assessment: school doctor reviews assessments (speech therapy, psychological...)
- Decision: the school doctor validates the PAP
- Drafting: educational team + family
- Monitoring: annual review
Content of the PAP
- Description of the student's difficulties
- Pedagogical accommodations by area
- Adaptations of evaluations
- Monitoring (speech therapy, psychologist...)
The PPS (Personalized Schooling Project)
For Whom?
Students in a situation of disability recognized by the MDPH. Provides access to additional rights: AESH, adapted materials, specialized orientation...
How to Obtain It?
- MDPH File: form + assessments + medical certificate
- Evaluation: multidisciplinary team from the MDPH
- Decision: CDAPH (Commission for Rights and Autonomy)
- Implementation: schooling monitoring team (ESS)
Possible Rights with the PPS
- AESH (Accompanying Student in a Situation of Disability)
- Adapted Educational Materials (computer...)
- Orientation: ULIS, IME, SESSAD
- Pedagogical accommodations
- Adapted transport
Examples of Concrete Accommodations
📖 Written Language Disorders (dyslexia, dysorthographia)
- Extra time (one-third time)
- Enlarged documents, adapted font (Arial, OpenDyslexic)
- Reading instructions aloud
- Reduction of writing quantity
- Computer with spell checker
- Oral evaluation rather than written
- No penalty for spelling (except dictation)
🗣️ Oral Language Disorders (dysphasia, TDL)
- Short, reformulated instructions
- Systematic visual supports
- Increased response time
- Adapted oral evaluation
- Seating at the front, close to the teacher
🎯 ADHD
- Seating at the front, away from distractions
- Short instructions, one at a time
- Allowed breaks, movement
- Extra time
- Split tasks
- Help with organization (check-lists)
Accommodations for Exams
Students with PAP or PPS can benefit from accommodations for exams (diploma, baccalaureate...). The request must be made to the doctor designated by the CDAPH.
Possible Accommodations
- Increased Time: generally one-third extra time
- Secretary reader and/or writer
- Separate Room
- Computer with adapted software
- Enlarged or adapted subject
- Breaks
💡 Anticipate Requests
Requests for accommodations for exams should be made several months before the exam. Keep all speech therapy assessments and maintain a record of accommodations already implemented (PAP/PPS).
Role of the Speech Therapist
- Diagnosis: the speech therapy assessment is essential to constitute the file
- Recommendations: suggest accommodations suited to the profile
- Connection: communicate with the school (with parents' consent)
- Participation in ESS (schooling monitoring teams) if possible
- Renewal: follow-up assessments for renewals
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Frequently Asked Questions
The PAP is easier to obtain and is sufficient for pedagogical accommodations. The PPS is necessary if the child needs an AESH, specific funded materials, 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 certified. In case of refusal or non-application: 1) Request a meeting with the principal and the school doctor, 2) Contact the national education inspector (IEN), 3) Involve the academic mediator. Keep written records of your requests.
No, they must evolve. The PAP is reviewed each year. Needs change according to age, progress in rehabilitation, and subjects. Some students need fewer accommodations over time, while others need more (complexification of learning). The annual review allows for adjustments.
