Introduction: Learning disorders concern between 10 and 15% of students in France. Since 2015, the National Education has set up the "Plan d'Accompagnement Personnalisé" (PAP) to offer these students adapted facilities. However, we note that this answer does not seem sufficiently solicited in view of the need. We therefore seek to improve the care of these students by analyzing the difficulties of setting up the appropriate response.
Method: This is a unique departmental cross-sectional cluster sampling study. We met and distributed a questionnaire to the principals of 19 schools. This questionnaire was addressed to elementary school teachers. This questionnaire included quantitative and qualitative questions on the identification of pupils in difficulty, the procedures for setting up the facilities and the difficulties encountered.
Results: 51 teachers answered the questionnaire, corresponding to 2155 students. 11.5% of these students had difficulty learning, and of these only 5.5% had a PAP. The "Plan Personnel de Réussite Educative" was proposed as the first solution by 1 professor out of 3. The doctors of the National Education are under-solicited, 2% of the teachers advise the families to approach them at first.
Conclusion: We can highlight a mismatch between the number of students with learning difficulties and the number of students benefiting from development under a PAP. In addition, a misunderstanding of the objectives and indications of the PAP appears among the teachers. Finally, the latter seem to need a redefinition of the role of actors involved in the PAP.