Charter for Welcoming People with Disabilities into Training

Objectives of the Charter

The Charter for Welcoming People with Disabilities into Training aims to facilitate the integration of disabled individuals into training programs. The widespread accessibility of disabled individuals to all mainstream services, as mandated by the “Handicap Law” of February 11, 2005, translates into the field of vocational training as a new obligation for training organizations to adapt training modalities to the needs related to disabilities.

In reference to the principle of non-discrimination enshrined in the constitution and the provisions of the February 11, 2005 Law, candidates with recognized disabilities should benefit from the same entry conditions (prerequisites, status, etc.) and treatment as other learners. However, this principle alone may not always guarantee a satisfactory completion of the courses. Therefore, specific assistance from Agefiph may be proposed on a case-by-case basis to beneficiaries in training situations (funding for pedagogical adaptations, human and technical aids, etc.) to compensate for disability-related difficulties and thus restore equality of rights and opportunities in the success of the pathway towards professional integration.

Target Audience

The Charter for Welcoming People with Disabilities into Training is addressed to trainees enrolled in one of the training programs falling under the February 11, 2005 Law, namely:

  1. Workers recognized as disabled by the CDAPH (Departmental Commission for the Rights of Disabled People, formerly known as COTOREP)
  2. Workplace accident victims with a permanent disability of at least 10%
  3. Holders of a disability pension
  4. War pensioners or similar beneficiaries
  5. Holders of an Adult Disability Allowance (AAH)
  6. Holders of a Disability Card
  7. Young people aged 16 to 20 with an apprenticeship project and benefiting from a rights notification issued by the CDAPH. The action can also concern all private sector employees covered by the February 11, 2005 Law.

Our Commitments

  1. To implement, according to the needs of people with disabilities, all necessary pedagogical, material, and organizational adaptations to accommodate disabilities.
  2. To appoint a Disability Referent in our organization, whose mission is detailed in a job description.
  3. To enable the Disability Referent to participate in the training offered to them, as well as in meetings between professionals aiming at exchanging practices.
  4. To mobilize all our pedagogical, technical, and/or administrative teams on issues related to the reception of people with disabilities.
  5. To display the “Charter for Welcoming People with Disabilities into Training” in a location accessible to all, to inform trainees and staff of the commitments made.
  6. To welcome into our training programs the above-defined eligible public, without discrimination.

Procedure for Welcoming People with Disabilities

  1. To implement an individualized welcome procedure: From the recruitment phase onwards, to allow the implementation of Article D.323-10-1 of the Labor Code by the training organization, a meeting is proposed to the person with a disability by the Disability Referent. The objective is to assess the specific needs, if any, related to the disability (pedagogical, material, organizational, etc.) and necessary for a successful pathway. This assessment is done with the individual, in close collaboration with the prescriber, who has a good understanding of the learner’s potential difficulties. At this stage, the Disability Referent may, depending on the presented disability or if the needs assessment requires more precision, be supported in the implementation of adaptations by a specialized provider. Prescribers request Specific One-Time Interventions (SOTI) funded by Agefiph. SOTIs involve the implementation of expertise or compensation techniques, imposed by the disability in pre-identified situations such as training projects. They aim to compensate for the consequences of the disability and develop the learner’s autonomy. In the absence of a prescriber, Agefiph can directly respond to the queries of the Referent. The evaluation conducted by the Referent may also focus on the learner’s needs in the workplace, in order to better prepare for immersion phases and future access to employment. This initial interview allows the Referent to specify to the prospective learner the adaptations and assistance they may benefit from during their training. They will agree with them on the terms of the proposed support, to anticipate any difficulties and avoid disruptions.
  2. Validation of Entry into Training: The candidate’s entry into training will be confirmed with the prescriber, or they will be notified of any reasons for refusal, to allow for the development of a new project if necessary.
  3. Implementation of Training: After assessing the person’s needs, the Referent ensures, in collaboration with management and pedagogical teams, the feasibility of organizational (schedule, rhythms, etc.), material (individual technical aids, etc.), and pedagogical adaptations (reinforcement, modularization, etc.) allowing for the integration of the learner and taking into account the specificities of their disability. An individualized training program may thus be proposed. The Referent will remain vigilant throughout the training to any difficulties that may arise, in connection with the presented disability. To support them in their role, the Referent may call upon the skills of the prescribing organization.
  4. Training Follow-Up: An individualized assessment bringing together, if possible, the learner, the pedagogical referent (or designated trainer), the prescriber (and the company tutor in the context of alternation training) will be scheduled at the end of training at the initiative of the Referent, to ensure the continuation of the pathway towards employment under the best conditions.

Social Responsibility

Within the organization, Joey Coulon, the sole internal contributor, is the Disability Referent and professional integration advisor who promotes: