Gestion au quotidien
The entire school team is trained at First aid through the school partnership with Parami Clinic and its French doctor, Doctor Cattin.
On each campus, a first aid kit allows the staff to react to the small bobs of everyday life. For medical emergencies, the school has a procedure to focus on the privileged contact communicated by parents at the beginning of the year, or if there is no privileged contact, we will contact the Parami clinic that will take the student to the emergency immediately.
Regularly during school, the clinic teams are making medical visits to students and checking that health records are up-to-date.
For all outings, the staff leaves with a first aid kit.
Sex education at college and high school under the French Ministry of Education program are provided to students.
Civil liability is mandatory and will be required at the beginning of the school year. It is imperative that one of the parents be permanently reachable for better care of the child, in the event of a health problem. In the event of an accident, the child is transported to the nearest hospital.
Sick children should not come to school (risk of contagion, discomfort, fever …). If the child has fever, it is often a sign of a contagious disease. By not sending him to school, this will limit his propagation.
Students are also encouraged to drink throughout the day of fresh water at beverage distributors.
Specific support programs
PPRE (Personalized Educational Success Program) are set up at school, for certain pupils with difficulties or for whom it is necessary to adapt the educational content.
A document concerning PAI (Individualized Welcome Project) is to be completed by parents if the child suffers from asthma, a particular allergy, a specific medical treatment which needs to be communicated to the school.
Finally, the PAP (Personalized Support Plan), is a plan signed by the parents and the teaching team which makes adaptations when your child is dyslexic, has difficulties with orthography … This therefore concerns all of what we called “learning disabilities”. It is often a speech therapy assessment that allows you to have concrete elements to adapt to the best.
Since January 2020, a Pollution protocol has been helping to determine the pollution thresholds (AQI and PM2.5) from which the teams adapt their activities (sports, according to students at risk …). It was developed from surveys of two locations in Rangoon and measurements made by our own device. Even if this is a crucial question, it is clear that the pollution levels are relatively low (in comparison with the Asia zone), this being particularly true in the districts where the two campuses are located.
The LFIR is in contact with a bilingual French / English psychologist who practices, among other things, “play therapy”: Wailee Kui. She can help children in many cases. She works in Rangoon. Do not hesitate to ask for contact details from the secretariat.
The “Psy Expat” network has also been recommended by the community of parents of students:
http://www.reseau-psyexpat.com/. They can work remotely, by videochat.
Other good feedback concerns Marble Psychological Service (English): https://www.marble-psychology.com/
The AEFE network to which the LFIR belongs puts security among its priorities. To this end, a company specializing in the prevention and management of intrusion risks in schools has been commissioned by the Agency to come and train staff and students on the Intrusion-Attack risk.
In close collaboration with the security services of the French Embassy in Myanmar, the LFIR updated the PPMS (Individual Security Plan) for each campus. These documents give instructions to all personnel concerning all risks (fire, earthquake, intrusion, etc.). Exercises are held regularly every year.