According to law, every child has the right to be part of the school community. Integration consists in welcoming a different child within a class functioning of which is traditionally based on a relating. II does not involve of being productive this similar different child to others, but of offering him a plan adapted to his competences and compatible with requirements of groupe:int gration assimilation is not.

What is it possible to wait for the presence of a Down's syndrome child in a maternal class?
The experience of school integration, at least during time, is a recognition of this child in our society; it is lived as such by the parents (even if a lot of
concerned children will continue their schooling in specialised middle) and allows them to understand their child better and its disability.

For the child
The company of a class can allow the Down's syndrome child of:
- live in a less protected middle, in which the attention of the adult and of other children not
will be polarised on him;
- improve his behaviour and his attention;
- better include situations, then left luggage Офисs, individualised then collective;
- take advantage, in terms of awakening and of training, various offered activities;
- achieve some degree of autonomy and of responsibility;
- become aware of his difference and of his difficulties, and trust his possibilities;
- understand that others, adults and children, can wait for something of him.

For other pupils of the class
Confronted with the presence of a Down's syndrome child, the pupils of the class will be able to acquire notions of tolerance and of solidarity. They will learn to spot stocks which are not always admitted in our society of competition. He returns to the teacher to accompany them in this step.

For the teacher
The reception of this child represents for the teacher, a supplement of not negligible job: observation specifies innovative pedagogy of possibilities of the child, attention very indi, the vidualis e.
But it is it that returns rewarding experience, and those who attracted it note that all pupils benefit from this more attentive approach of every child.

How to organise this integration at best?
Before any school integration, it is desirable that the child has an experience of socialisation (live, haltegarderie, etc.) and that he acquires a little of autonomy and includes the first notions of rules of collective life.

Difficult cases
It is necessary to envisage school integration if, and only, if it harms the child nor other pupils. It would be case yes:
- the present child a confusion of the personality such as the life in group aggravates it, what it will demonstrate by panic attacks, crises of somatic disturbances, increase of the phenomena of withdrawal, assets or liability;
- the child is indeed aggressive, in an unforeseen and violent way. We do not speak of course there about turbulence, which would be tolerated at an ordinary child's and must be it also neither more, nor less at a Down's syndrome child.
On the other hand, we do not think that the absence of acquisition of cleanness, the risk of falls or the limited capacities of training are motives of refusal of schooling.

A multidisciplinary decision:
The reception of a Down's syndrome child requires the membership of the pedagogic team in the suit, every member who can be led to receive it in its class. It is better to orientate the child to another school if this condition is not guaranteed.
The doctor of school health and/or the secretary of CCPE (Committee of district elementary and elementary meadow, from which it is possible to get references to academic Examination of
department), a multidisciplinary team (CAMSP [Centre of precocious m dico-social action] or SESSAD [Service of specialised care and of education at home], from which it is possible to get
references to CDES [departmental Committee of special education]), will be interlocutors favoured to inform the parents, adviser and to suggest strategies to the teachers.

A time of observation
The partnership between the pedagogic team, the team of care and the parents must put on in place.
A meeting, if possible from the inscription of the child at the school, will allow of:
- take stock of the situation of capacities and difficulties of the child in driving, intellectual domains,
relational and behaviour;
- ask all questions which can raise a concerning misunderstanding or an ignorance
the child, the elements of disability which can have an influence on the maternal schooling, the activities which it is possible to offer him, to impose on him;
- harmonise the school time and the time of re-education;
- determine the modalities of the time of observation of the child, in the offered class. This time must be long enough to allow better knowledge of the child by not forgetting that he also must have a minimum of landmarks to show himself such as he is: some disseminated hours aufil of the week in a group where other children are together 24 - 27 hours risk marginalising it.

During the time of observation, they will offer to the child of the instants of simple presence in the class, without other requirement than that not to bother others, and the instants of real participation.

At the end of this two time, they will be able:
- let be to abandon the integration of the child; it will be case if this one proves to be indeed maladjusted, especially if the child develops signs of strict suffering;
- let be to work out, always in partnership, an individual contract of school integration.

How to undertake the daily?
The individual contract of school integration allows to specify, under the supervision of the inspector of State education represented by the secretary of the CCPE, objectives and modalities of the school integration of the child.

Settle of realistic and clear objectives
Objectives will have to be:
- nor too ambitious; it is not a question of wanting to erase difference; desire or dream to normalise the child, to protect his parents, to repair an injustice by disclaiming difficulties, drives all dealers to a disillusion;
- nor too much limited; a child does not just have not to bother other pupils of the class so that it is possible to speak about a successful school integration;
- nor too vague; the child needs to smell on his subject a consensual and clear plan of the adults. This plan must be realistic, in short and medium terms and r ajustable every quarter.

Support a regular dialogue
Contacts between the teacher, the parents and the team of care can be initiated at the request of each of the partners. It is desirable that the parents are regularly informed about successes and about met problems; it is better to express a difficulty from its appearance and try to remedy it all together. Also, to explain situation to other pupils turns out to be often advantageous.

Overcome some difficulties
Spotted difficulties can come from different situations.
The teacher cannot dedicate time and attention necessary for this child:
- the new contract for the school envisages a development, in its proposal n 19, in terms of enrolments of classes welcoming Down's syndrome pupils;
- the manager of the school can also ask for the presence of an assistant helper of school integration. In that case, he can remain very vigilant so that the presence of an additional adult in the class does not isolate the child besides from the group, but is a real distribution of job to all pupils, collectively or in small groups. A plan of creation by the State education of a corpus of assistant helpers of school life (among which training and status remain to specify) deal of good hopes, but should not make believe that it is there about a panacea, which would be necessary condition to envisage the integration of a Down's syndrome child in an ordinary class, and the guarantor of its success;
- the child can also benefit from the intervention of the team of Help network and of support of the pupils in trouble (RASED).
The child can develop an inadequate behaviour: too big dependency facing the adult, passivity, aggressiveness, labilit of attention, etc. The teacher must demand of him that he does not unsettle the whole class and to signal these difficulties of behaviour to the team of care.
The parents of other pupils of the class can express fears: lesser attention of the teacher for their child, fall of the level of the class, " bad example ", etc. An exchange owes
be established, if necessary with the cooperation of a doctor.
The parents of the Down's syndrome child can have an attitude which risks slowing dialogue down: too big requirements, too big discretion, refusal to transmit useful information
It is sometimes very difficult to assess what the child indeed learns at school, especially if he cannot restore him in form of language or of concrete achievements; there still, it is the exchange of information that will allow to be the closest to reality.

It is all together, in the biggest possible transparency, without trying to disclaim the inevitably painful truth, that it is possible to fit at best.

How to prepare the future?
The plan for next year must be recalled on every meeting and revalued in the course of the school year, by taking into account of:
- the place of the child in the group and its relations with other pupils;
- his age;
- his preschool knowledge.

This plan, can be:
- a maintaining in a class of the same level if they think that it will be beneficial to him;
- passage in the class of advanced standing, in cooperation with the teacher of this class which will have participated in one at least of meetings of balance sheet;
- a middle term between these two solutions: class at double level, opening up between two classes according to the periods of the day;
- the choice of another pedagogy: CLIS (Class of school integration), or specialised establishment if the child gains apparently no advantage from this ordinary attending school, if he attains an age when the gap with other pupils risks making him feel ill at ease and, especially, if he introduces signs of suffering.

Conclusion
The integration of a Down's syndrome child in nursery school cannot be only based on the goodwill of the adults. She is not a purpose in itself and it is necessary to be able to spot the children for whom she can not be advantageous. She can succeed only if he settles a real partnership between teachers, parents and soignants, in the biggest possible clarity, with the aim of the mieux tre of the child.

To know about it more
Circulars 2001-144 and 2002-111-112113. Official newsletter n 19, May 09th, 2002.
guide Handiscol. Ministry of Education, 110, street of Grenelle Paris.

Circular of November, 1999
Every school, every secondary school, every high school has vocation to welcome, without discrimination, the children and the handicapped teenagers whose family asks for school integration. It will be infringed this general rule only if, after a detailed study of situation, important difficulties return objectively this impossible or too demanding integration for the pupil.

In M.-A Maspoli, CAMSP Versailles