Give the AESH (a teaching assistant for students with disabilities, in France) everything they need from day one, without waiting for the official paperwork
A QR sent to the AESH (a teaching assistant for students with disabilities, in France) before the start of term, and the assistant arrives with the right strategies in mind. No more waiting for the official files (PPS, GEVA-Sco, ESS) to circulate: the essentials are already known.
This case involves any student supported by an AESH (or a shared AESH) whose parents want the assistant, and any substitute, to have the useful information from the very first hour.
The moment it happens
The start of term is approaching. The AESH has not yet met your child. The MDPH (the French agency for people with disabilities) files circulate internally, but often late, and some useful information is not in the official documents.
You send the AESH (by email or printed on the welcome sheet) a myHandiQR QR. Even before the first day, the AESH scans it on the train, during a break. They see, plainly: the sensory triggers, the strategies that calm things down, the phrases to avoid, the morning routines.
On the day itself, they discover nothing in the moment. When the substitute arrives during the year, the QR is still there, up to date, without anyone needing to call a new ESS meeting to bring them up to speed.
- You write it
- The QR is in place
- The reader scans
- Understood, without explaining again
Where to place the QR for this case
The goal: that the QR is accessible to anyone in charge of the child, the main AESH but also an occasional substitute, without you having to resend it at every rotation.
- First page of the AESH support file (binder or laminated folder).
- Student welcome sheet emailed to the AESH at the start of term, with the QR included in the signature.
- Laminated card handed over at the first meeting, kept in the home-school communication notebook.
- A4 sheet of QR labels placed on the desk on the AESH's side, for quick sharing with a substitute.
The QR is not meant to replace the PPS (an individual support plan for students with disabilities, in France), but to give the right information from the first day, before and beyond the official documents.
Pre-written text templates
Three drafts to help the AESH quickly settle into the child's daily life. Adapt them to your child's profile and age.
For the "Introduction" section
"[First name] is [age] years old, in [grade]. He has [main condition] and has been supported by an AESH since [period]. The most useful things to know come down to three points: [point 1], [point 2], [point 3]."
For the "How to help" section
"What works well with him: [morning routine], [verbal cue to regain attention], [a few minutes of sensory break when needed], [targeted help rather than general help]. If you ask him to write and he gets stuck, offer speaking or a visual support."
For the "Things to avoid" section
"Things to avoid: forcing prolonged eye contact, sending him to the board without preparation, scolding him for forgetting something (visual reminders work better), comparing him to other students in front of the class."
Conditions covered
This case covers any type of disability that warrants AESH support. Depending on your child's profile, the profile can draw on the main condition and its frequent associations.
Similar cases
Three other situations where the AESH or the teaching team gets the essentials without an extra meeting.
The teacher understands, right when marking, why the handwriting is difficult, without the child having to ask out loud for leniency.
View the case Autistic child (ASD level 1), age 7 Reader: Substitute teacherThe substitute can access the sensory triggers and routines without any written handover, and without singling the child out in front of the…
View the case Child with ADHD, age 11 Reader: AESHThe support assistant has the right strategies from day one, with no trial and error and no extra meeting.
View the caseNo need to explain it to every new person.
Three texts (introduction, how to help, what to avoid), one shared QR code. When they scan it, the person reads what they need to know, in their own language.