School accommodations after a neuropsychological assessment: PAP, PPS, PPRE, PAI
After a neuropsychological assessment: PAP, PPS, PPRE, PAI, what is each system used for, who decides, and how the report informs accommodations. Guide to download.
Countries covered : France
A neuropsychological assessment often leads to school accommodations. However, it is important to target the right system: PAP, PPS, PPRE, and PAI do not have the same purpose, nor the same decision-makers.
This page clarifies each one, specifies who decides what, and explains the role of the report, with a summary to download.
The role of the neuropsychologist: to document needs, not to decide
The four systems
- PPRE, Programme Personnalisé de Réussite Éducative (Personalised Educational Success Programme). Educational: support and remediation for a student with learning difficulties, without an identified disorder. Implemented by the teaching team.
- PAI, Projet d'Accueil Individualisé (Individualized Care Plan). For a chronic illness, an allergy, or a care protocol at school. Developed with the school doctor, parents, and the team.
- PAP, Plan d'Accompagnement Personnalisé (Personalised Support Plan). For learning disorders ('dys' disorders, ADHD...) causing long-term difficulties. Compensatory; opinion of the school doctor, without MDPH recognition.
- PPS, Projet Personnalisé de Scolarisation (Personalised Schooling Plan). The most comprehensive, reserved for students whose disability is recognised by the MDPH. The CDAPH decides, at the family's request.
Who decides what
- PPRE: school difficulty → teaching team.
- PAI: pathology / care at school → school doctor + parents + school.
- PAP: learning disorders → opinion of the school doctor (without MDPH).
- PPS: recognised disability → MDPH / CDAPH.
Summary of the systems to download
PAP / PPS / PPRE / PAI: for whom, who decides, how to request, ready to share with families. Access the PDF by entering your email:
PAP or PPS: the key distinction
The most useful boundary in practice: the PAP does not require a recognition of disability by the MDPH (a documented learning disorder and the school doctor's opinion are sufficient), whereas the PPS requires MDPH recognition. Directing a family to the MDPH when a PAP would suffice, or vice versa, wastes precious time.
How the report helps
A good neuropsychological report facilitates accommodations: it objectively documents difficulties (with scores and observations), links each difficulty to a concrete need, and formulates recommendations that are clear to the school and the school doctor (e.g., extra time, adapted materials, seating in the classroom).
Saving time on writing
Going back over the assessment to draw clear recommendations takes time. Start with a fixed template, standardise your recommendation wording, and dictate your observations right after the administration.
This is what Delta does: you capture your observations through live note-taking or post-administration dictation, and the tool generates a report and recommendations structured according to your template. HDS hosting, GDPR compliant.
Frequently asked questions
What is the difference between a PAP and a PPS?
The PAP is for learning disorders without recognition of disability (school doctor's opinion); the PPS is reserved for students whose disability is recognised by the MDPH.
Who decides on a PPS?
The MDPH, via the CDAPH, at the family's request.
What is a PPRE?
An educational support and remediation system, implemented by the teaching team for a student with learning difficulties.
Does the neuropsychologist decide on accommodations?
No. They document needs objectively and make recommendations; the decision lies with the school, the school doctor, or the MDPH, depending on the system.
What is the PAI used for?
To organise the intake of a student with a chronic illness or requiring a care protocol at school, in coordination with the school doctor.
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