LSF is committed to providing quality French language training to all its learners! Judith is our disability referent within the school. In this interview she presents her role in ensuring that our courses are accessible to all.
Hello ! Who are you?
Hello ! My name is Judith, I am 34 years old and I have been a teacher of French as a foreign language for about ten years now. Before joining LSF, I also had the chance to work in military schools, Alliances françaises and also in public schools in France and abroad with students of all nationalities and all levels. A job made of beautiful encounters that allow us to open our minds and our relationships with others, ignoring differences.
What does it mean to be a disability referent?
As a disability referent, I am the person in charge of informing, orienting and accompanying people with disabilities who wish to come to LSF and join our courses. But also, my role is to make the people I work with aware of the different types of disabilities (whether they are visible or not) and to create a dialogue around this topic – this way, everyone can be made aware and we can adapt our teaching to your needs if necessary.
Why did you decide to become a disability referent?
As far as I was concerned, I wanted everyone to have access to the teaching of French as a foreign language, regardless of the type of disability they may have. Starting from the premise that difference is an opportunity and that we should all live together in harmony, it was just obvious for me to apply for the position of Disability Advisor. I would like for people who want to learn French not to be stopped in their tracks because of their disability and for our classrooms to be a welcoming place for everyone.
“I would like for people who want to learn French not to be stopped in their tracks because of their disability and for our classrooms to be a welcoming place for everyone.”
What training did you receive?
I have followed several training courses. The first one was with AGEFIPH, on « DYS » disorders which are specific cognitive problems that appear during a child’s development and can also have an impact on adult life. This can mean difficulties related to the oral or written language, such as dyslexia or dysphasia for example. I also had the opportunity to attend a training course on the role of disability referent, which helped me understand that I was part of a wider network through which I could refine my practice and also set up a constructive exchange to best meet the needs of all our students.
If a person with a disability wants to study at LSF what should they do?
First of all, it is important to know that there is no obligation to declare your disability. However, if you wish to tell us about your situation so that we can do everything possible to welcome you in the best conditions, here is how to proceed. When you register at LSF, you can specify that you have special needs. This way, the message will be transmitted to me and if such is your wish, I will inform my colleagues and thus we wsill propose solutions and/or arrangements so that you feel integrated in the best possible way within our classes and our premises. I will be available via email and at school if you need any particular help or follow-up.
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