To help all students progress, Réseau Canopé promotes an approach that begins with designing courses accessible to the widest possible audience. Individual adaptations are then made when obstacles persist. Published on September 18, 2026, this approach is accompanied by educational resources and an online training program that runs until October 15.
Anticipate obstacles before adapting
The « School for All » is based on one principle: the teacher’s primary aim is to make tasks, materials, and the classroom environment accessible to all students. Therefore, it is not about waiting for a difficulty to arise before intervening, nor about reserving solutions for certain students from the outset.
This approach encourages us to examine beforehand what might hinder learning: the instructions, the proposed content, the materials used, or even the way the activity is organized. The goal is to enable everyone to access the assigned work, taking into account that several students may have similar needs.
If these general adjustments are insufficient, a more targeted response can be implemented. Réseau Canopé distinguishes between accessibility, considered from the lesson planning stage, and adaptation, offered when specific needs remain. The latter is based on the difficulties observed by the teacher and, where applicable, by the professionals supporting the student.
This approach is part of the evolution initiated by the laws of 2005 and 2013, according to Réseau Canopé. The challenge is to adapt schools to take into account the diversity of students, rather than asking each student to adapt alone to a single framework. The ambition to strengthen Education for All was also reaffirmed at the 2026 National Disability Conference.
More explicit materials and multiple ways to learn
Making teaching accessible depends in particular on the materials used in the classroom. Readable and understandable materials can help students grasp what is expected and engage in the activity. Réseau Canopé offers training courses dedicated to designing clear and concise materials and improving their readability.
Digital technology can also broaden working methods, but it is not, on its own, a solution to accessibility. Text-to-speech tools or voice dictation, for example, can facilitate access to content or enable alternative ways of participating. The resource offered by Réseau Canopé addresses these uses to meet specific needs, while also indicating that they can support all students.
Other training sessions announced include courses on identifying special educational needs and understanding disability in schools. Some of these are offered on six different dates. They focus in particular on analyzing a learning situation, possible strategies for intervention, and approaches that promote the inclusion of students.
A back-to-school program running until October 15th
The online training program presented for the start of the 2026 academic year runs from September 14 to October 15. It includes 17 webinars and numerous training sessions, divided around three themes: the teacher’s gestures and postures, the link between well-being and learning, and the practical application of inclusive schooling on a daily basis.
Finally, Réseau Canopé reminds us that the targeted skills are not necessarily acquired by all students at the end of a session. Observing students may lead to revising instructions, materials, or teaching strategies. Trials and adjustments are therefore part of the evolution of practices over time.
Source: Réseau Canopé (www.reseau-canope.fr)
Original article: See the original source
