Disability Policies in France: Changes and Tensions between the Category-based, Universalist and Personalized Approaches

Myriam Winance,Isabelle Ville,Jean-François Ravaud

doi:10.1080/15017410701680795

Abstract

In this article, the authors show that the current French disability policy is traversed by conflicts between three different approaches to disability which came about at different periods in history. They begin by looking at the origins of disability policy in France. This policy was developed during the 20th century, from notions of repair, indemnification and compensation through rehabilitation. It became institutionalized in 1975, when two laws were passed, giving it the form of a category-based policy. Between 1970 and 2000, affected by the international situation, this policy came into conflict with a universalist policy. More recently there has been a desire to develop a personalized approach. Finally, the authors use two examples (taken from recent debates on the implementation in France of the new law of 11 February 2005) to show the tensions that have led to the coexistence of these three approaches within current disability policy.

Highlights

At an international level, over recent years disability policies have been marked by the gradual emergence of non-discrimination policies
In 1993, the United Nations set out the rules for equal opportunities for disabled persons, and they have just drafted an international agreement on the rights of disabled persons, which will enter into effect as soon as it has been ratified by all 20 countries
France’s current disability policy is the result of a political and administrative device that is loaded with history and which has evolved under the influence of the international situation

Summary

Introduction

Over recent years disability policies have been marked by the gradual emergence of non-discrimination policies. The law provides for the following: it asserts the role of prevention and detection and disabled children’s right to education (it makes special education free and provides for compensation which allows families to cover extra costs relating to education and brought about by the child’s disability); as far as employment is concerned, it allocates the quality of ‘‘handicapped worker’’ with a view to facilitating professional insertion into a normal or sheltered environment and creates the right to guaranteed resources for the worker (this guarantee compensates for the loss in earnings due to the lesser output of people with lower work capacities); it sets out methods of improving people’s social lives.

Results

Conclusion