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“This is abuse“, indignant Nassima, accompanying students with disabilities (AESH) for 15 years. Passionate about her job, she is nevertheless exhausted, like the twenty other AESH and teachers present in front of the rectorate of the Montpellier academy , this Wednesday, November 20. They want to obtain civil servant status, the urgent recruitment of at least 200 additional AESH and an increase in their salary.
Change students overnight
The story of their daily life is difficult to hear. Nassima explains that recently she had to change a severely disabled student, on the floor, in full view of everyone. She no longer feels like she is caring for these children with dignity. “Sometimes they throw tantrums, throw objects at us, spit on us too, insult us“, describes Nassima. Stressful situations that she understands. “They are frustrated and so are we. some don’t even have any notion of language so inevitably they express themselves through violence“, underlines the AESH.
These personnel also denounce the organization of their missions. In recent years, and the creation of PIALs (inclusive localized support centers), schedules can change from one day to the next. Complicated changes in the lives of children who need stability. Anita has been AESH for almost 10 years: “we arrive in unknown classes, with children about whom we know nothing, we do not even know their handicap or even how the teacher works“. In addition, she explains that she has to leave her students whom she has been supporting on a daily basis for several months. “It’s difficult because a bond is created, of educational trust, in everyday tasks, emotion also binds us. We love them and they love us“, she insists.
Low salaries and a lot of insecurity
Among the 2,500 AESH in Hérault, the majority are women but a few men also do this job. Jamel has held his position since 2009. He is also dedicated to his job but points out the meager salaries of his colleagues. “I work 30 hours so I manage to earn a minimum wage, but most do not exceed 1,000 euros per month“, he emphasizes.
For all these reasons, the FO unions and the SNALC are demanding urgent and immediate recruitment of at least 200 AESH. They also want to obtain civil servant status, both to escape precariousness but also to attract new profiles. They want to be recognized and no longer be “considered mops“.
After singing the “angry AESH song” under the windows of the rectorate, these two unions were received by representatives of DASEN from the Montpellier academy.
song “angry aesh”
**How do varying school policies and resource availability across different schools impact the ability of AESH to provide consistent and effective support to students with disabilities?**
## World-Today-News Interview: Supporting Students with Disabilities
**Introduction:**
Welcome to World-Today-News. Today, we’re delving into the crucial role of AESH (accompanying students with disabilities) and the challenges they face. We’re joined by two esteemed guests, Nassima and Anita, both experienced AESH who are deeply passionate about their work. Thank you for joining us today.
**(Theme 1: The Daily Reality of AESH)**
* **Nassima, you mentioned a recent incident involving a student needing assistance. Could you elaborate on the difficulties you face in providing care with dignity, and how these situations impact both you and the students?**
* **Anita, your experience highlights the importance of stability for these children. How do frequent changes in schedules and unfamiliar environments affect their learning and emotional well-being?**
**(Theme 2: Demands for Change)**
* **Both of you are advocates for obtaining civil servant status for AESH. What specific benefits would this bring to AESH, and how might it impact the quality of support provided to students?**
* **Jamel highlighted the financial struggles faced by many AESH. What steps do you believe should be taken to ensure fair compensation for this demanding and essential work?**
* **What message do you hope to convey to the public and decision-makers regarding the urgent need for at least 200 additional AESH in the Hérault region?**
**(Theme 3: Recognizing the Value of AESH)**
* **What aspects of your work bring you the most personal satisfaction?**
* **Nassima, you mentioned the deep bonds formed with students. Could you share a story that exemplifies the emotional connection you build with the children you support?**
* **What message would you like to share with individuals considering a career as an AESH? What qualities and strengths are essential for success in this role?**
* **Anita, the “angry AESH song” powerfully expresses your frustration. What message do you hope to convey through this song, and what kind of change do you hope it inspires?**
**(Closing)**
Thank you, Nassima and Anita, for your candid insights and dedication to improving the lives of students with disabilities.
We hope that this interview sheds light on the vital work of AESH and the urgent need for systemic changes to support both them and the children they serve. World-Today-News remains committed to amplifying the voices of these important advocates for inclusive education.
