Disability policy
Disability contact: Ms Charline VEGAS: 07.56.04.07.70
Aesthetic Medicine is a special profession in Medicine [French: MEP]. This is a regulated profession bound by a certain amount of administrative and legal obligations.
In the case of a professional with a disability, Aesthetic Medicine may only be practiced if that disability remains fully compatible with exercising Medicine, regardless of the area of specialization.
“Art. L. 114. –of French law n°2005-102 of February 11, 2005 – Current legislation defines disability as any limited activity or restricted social participation encountered in their environment by an individual as a result of substantial, durable or definitive modification to one or more physical, sensory, mental, cognitive or psychological functions, multiple disabilities or a disabling health disorder.”
According to this definition, based on the ICF (International Classification of Functioning, Disability and Health – WHO 2001), disability can therefore no longer be based only on individual characteristics. Clearly defined as activity limitations and social participation restrictions, it is therefore the result of interaction between two types of components:
– Structure or function alterations (or impairments as previously indicated in the first International Classification of Disability) which are an individual characteristic, associated with a physical or mental health disorder.
– But also the individual’s environment, which may act as a facilitator or obstacle to full participation in and the completion of activities.
- Accessibility
Measures taken by the CIME are general measures unrelated to the actual presence of disabled individuals in the area in question. Examples include installing access ramps, elevators, the accessibility of online information etc.
The accessibility measures put in place are of service to everyone: for example, automatic doors are of great benefit to students in training locations.
- Compensation
Compensatory measures are personal and need-based for the individual. This way, course adaptation and workstation adaptation for disabled students are considered compensation.
- Structures
Suitably wide ramps and openings for use by all in training locations.
Tactile Ground Surface Indicators in training locations.
The CIME takes into account the consequences of disability and compensation put in place, thereby promoting equal opportunity.
- Various stakeholders, structures and partners
Various stakeholders, structures and partners work towards welcoming and supporting disabled students with study and student life. They may be internal or external to the CIME, disability-specific or come under common law.
In all cases, the CIME, under the responsibility of the person in charge of implementing the ‘disability’ policy, manages the welcome and support system and coordinates the various stakeholders, structures and partners.
The disabled student is at the center of the system. They instigate their support process by communicating to the structure their needs and difficulties encountered at the CIME as a result of their disability.
They are therefore not only the focus of attention of the various stakeholders and structures (with professional support as required), they play a decisive role in the design, implementation and success of their study path as well as expressing their requirements in terms of compensation for their disability.
- Within the CIME
The Managing Director of the CIME is committed to defining and clarifying their disability policy. This encompasses:
– The functional apparatus enabling them to meet these legal obligations by expressly including disability in the mission statement of the CIME Administrative Director
– By ensuring accessibility in all forms within training locations (access to buildings, access to information, knowledge, student life etc.).
– By ensuring the disabled students welcome and support procedure is made public.
– By making sure that the existing disabled student welcome and support structure within the CIME is fully capable of carrying out its mission, including from a financial point of view.
The Managing Director of the CIME also guarantees the validity of examinations, in all types and forms (continuous or final assessment, written, oral, practical etc.).
They are therefore responsible for taking decisions concerning any modifications to examination sittings for each disabled student with compensation requirements, in line with a procedure and in compliance with circular N° 2011-220 of 27-12-2011 they shall define.
- The welcome and support structure for disabled students in the CIME.
It is managed by the Administrative Director. The welcome and support structure for disabled students is the non-exclusive contact for disabled students.
Therefore, it participates in student needs analyses, monitors and implements compensatory measures awarded to students concerning training, training locations or modified examination sittings.
It is also the interface between the various stakeholder partners in disabled students’ course of studies: teaching teams, training components, AGEFIPH external partners [Disability Employment Association].
- Teaching teams
Teachers play a key role in welcoming and supporting disabled students, via their proximity to the students and the close contact they have with students, including the context of the training course.
The teaching team’s understanding and acceptance of disabled student requirements (the need for class materials, breaks between continuous assessment examinations, positioning in the classroom, a higher risk of repeated absences, greater tiredness etc…) are essential for their success.
- Students
Solidarity amongst students is civic and socially aware behavior.
In terms of disability, it may take different forms, including the following:
– Spontaneous proposal as part of friendly relations.
– Lending class notes in the event of absence.
– Help with finding your way in training locations etc.
- AGEFIPH and FIPHFP
Both the Association de Gestion du Fonds pour l’Insertion Professionnelle des Personnes Handicapées AGEFIPH [Disability Employment Association] and the Fonds pour l’Insertion des Personnes Handicapées dans la Fonction Publique FIPHFP [Disability Employment Association for the Public Sector] may intervene, subject to eligibility, during internships when students indicate requirements specific to periods of vocational training.
- The welcome and support mission for disabled students.
The role of the CIME is to meet its obligation towards the accessibility of knowledge.
In this context, students, regardless of their disability, must be able to receive support from the disability structure throughout their course.
To this end, the disability structure welcomes the student, proposes to define a Disabled Student Support Plan, if required, and puts in place the measures from this plan, following student approval.
It also enables all students to benefit from year-round regular follow-up designed to adjust support measures based on health developments and/or any new requirements related to the training.
Support must be individual and initiated by an interview with the student. This interview defines a coherent and realistic study pathway based on student ambitions.
This is the occasion to assess requirements associated with the consequences of their impairment within the training environment. This may start with questions and a list of the difficulties encountered by the student, as well as measures taken previously in their education.
Once this has been taken into consideration, the student should then be offered adaptations concerning access to teaching, practical assignments, examinations or any internships as part of the training.
The student will therefore be able to benefit from:
– Adjustments for taking examinations.
The adjustments must not lead to any exemptions from practical assignments or any other content necessary to maintain coherent training and value.
- Awareness raising and communication mission
Awareness raising, communication and training measures, internal or external to the CIME, are supplementary to the support mission.
Internally, information distribution and communication are optimized towards all students and staff supporting the students.
- Needs assessment
Needs assessment is the result of the analysis of difficulties encountered by the student within the training environment.
This analysis takes into account the student’s capacities, their activity limitations, the specific characteristics of the training course they have chosen, their career plan, CIME resources and services and the environment it offers (accessibility, range of equipment, student solidarity…).
- Start of the academic year
The student needs analysis is carried out no later than the start of the academic year so that they can follow the training under the best possible conditions.
- During the year
Students may realize they require support with their studies after the academic year has started, whereas they did not feel it was necessary to contact the disability structure at the beginning of the year, or because their disability evolved.
Regardless of when they contact the structure in charge of this mission, students must be able to benefit from a needs analysis and the support put in place.