The film “Les Segpa” premiered on Wednesday April 20 and attracted criticism. The teaching world laments a new stigmatization of the Adapted General and Professional Education Sections (Segpa) on the big screen… and fears an increase in ridicule and received ideas.
Released on Wednesday, April 20, 2022, the film Segpas it was not very well received by the teaching world. This is the large screen port of a Youtube series of the same name created in 2016.
Since then, more than two million people have subscribed and all the videos have almost 232 million views. Therefore, success is at the rendezvous. Despite a non-foliocratic criticism (The world it is “uncomfortable”; The Unrockuptibles However, he perceives “benefit movie”), tickets seem to be selling well for this film adaptation starring (adult) students who are clearly not the sharpest knives in the drawer.
Where the shoe tightens is that originally, Segpa is an acronym. The Adapted General and Vocational Education Section designates a system that allows offering reinforced courses to high school students with learning difficulties. But it’s also the subject of ill-timed teasing and pranking, both on playgrounds and in everyday life… or on social media (hell, no one would have guessed).
In the Teachers’ Union of the National Union of Autonomous Unions (SE-Unsa), more precisely in its branch of young teachers, we stubbornly defend the Segpa. And we like to dispel the ideas received against him. This is the mission entrusted to Solenne Massicard, CE2 and CM1 teacher at La Neuvillette school in Reims, and former Segpa teacher for “two great years” (Marne, see on the map below).
Segpa, what is it in a nutshell?
“It is a valuable device in the schooling of our most vulnerable students in France. It allows them to continue receiving a quality education in good conditions in secondary school, so that they can eventually follow qualified training in secondary school.” [Mais il] It can scare some families for the care of their children in situations of difficulties in school adaptation…”
And what role can this film play?
“Under the cover of off-kilter humor, we would risk scaring these families even more. It took us to heart. We’re not against humor, of course, on the contrary. But the risks far outweigh the benefits. I don’t think That was measured in this movie: what can it lead students to.”
Why is the movie likely to pose a problem?
“It is already difficult to demonize Segpa, because the absolute agreement of the family is needed [pour y placer un élève], after a very long negotiation process. It would be nice not to add anything to it by making this type of film… After that I haven’t seen it: maybe it ends in a very nice way, and I don’t think it was created with the aim of belittling . But using humor in this way is infinitely clumsy and has the opposite effect. Because who is the public that is going to see this film? Teenagers, who already have a cruel look at Segpa, who may also not want to enter it.” (see more in the tweet Below is a moving testimony detailing the second chance offered by Segpa)
How does this device work?
“For better supervision, we have classes whose number does not exceed 16, in secondary [collège; ndlr], where the same subjects will be taught as in the classic classes, from the sixth to the third. Unless the courses are taught by school teachers, attached to colleges and follow the university program. With first degree methods [de l’école; ndlr] : the requirements are the same, but the amount requested is smaller and the support is reinforced. This gives teaching teams very united, around improvement projects and adaptation of these students. That they are fragile, but that they have other riches”.
What is the difference in the course content?
“From the fourth, these students will benefit from workshops. For example, they will do cooking or carpentry, with PLP [professeurs de lycées professionnels; ndlr] assigned to the university and that will benefit them, to possibly allow them to continue their education there. the tweet below to see the opportunities that can await students at Segpa)
Who goes in Segpa?
“It’s more for students who have a hard time adjusting, understanding and sometimes behaving, who have gaps that have set in. Diverse audiences, [mais] non-students with disabilities, who are generally located – when there is space… – in Ulis [Unité localisée pour l’inclusion scolaire; ndlr]. It’s something else. “
What are your goals ?
“Avoid the desertion, the abandonment of these students who sometimes -with their families too- take a look at the school that is moving. And allow them to have diplomas. [certificat de formation générale à l’issue du collège; ndlr], to continue their schooling at least until the age of 16, or even more. It is possible to go later to a vocational school, to have a real project at the end of a qualified training. It gives them meaning, it includes them in society because we also do citizen education with them. It allows the school to fulfill its mission with all audiences and reduce inequalities”.
This allows the school to fulfill its mission with all audiences and reduce inequalities.Solenne Massicard, Segpa teacher for two years
Why such a bad reputation?
“Already at that time, there were classes that were not traditional, during the reform of the single school. There always have to be scapegoats in society… You know how cruel children and adolescents can be. [et bien des adultes ne sont pas en reste; ndlr] : well it stayed. Nowadays there is a tremendous administrative work to offer to the Segpa [comprendre que ce n’est pas un fourre-tout pour élèves indésirables, loin de là; ndlr], the archives are very complete and the places are difficult to find. There has been a very strong strengthening of the system in recent years.”
What he brings? How to reassure parents?
“[Hors Segpa], the child will quickly lose himself in college and gradually part with any goals – he will lose a lot of time. Of course, some will end up hanging, they will click. But that will come much later than if it is cared for with benevolence by motivated educational teams. We propose that there will be a true individualization of children. Don’t get lost in the crowd, in traditional classes. There, the teachers can really be with them, follow their path and provide these students with the knowledge, the skills, the aptitudes, which will allow them to continue their training and go further than they think they can go.”
What happens to your students?
“You don’t have to get a big diploma to be successful in life. There are other paths, other options, other ways to develop your professionalism. You meet former students, who have had this journey, and they come to greet us on the street recognizing us. , there are those who have dropped out and have not been able -for a time- to integrate into working life, but for the most part they have succeeded: there are those who have had a great career, have had high school, set up heating or plumbing companies, work in the hospitality industry or personal assistance… I’ve never met an alumnus – and I’ve met quite a few – who didn’t have a big smile when we met.”