Summary of "Handicap et Formation : construire et actionner une veille de manière efficace"

Purpose

Explain how training organizations can build and run an effective monitoring (veille) system specifically to address disability (handicap) in training — not only as indicator 26 but across several monitoring indicators.
Share practical resources, examples and a workflow to collect evidence and demonstrate continuous improvement for audits (notably Qualiopi / “Caliopi”).

Key concepts and takeaways

Disability includes invisible conditions (learning disabilities, neurodivergence, temporary disabilities, fatigue from illness, etc.), not only visible or physical impairments.
Monitoring (veille) should be structured, intentional, shared and used to trigger concrete actions — auditors look for what you did with the monitoring, not just that you collected information.
Collect concrete evidence: reports, before/after screenshots, email exchanges, updated program versions, meeting minutes, event/webinar reports, proof of implemented adjustments.

Four monitoring categories / indicators (each should include disability-related tracking)

Legal and regulatory monitoring (indicator 23): laws, decrees, funding rules, accessibility directives.
Professional / sector monitoring (indicator 24): sector practices and evolution of professional tools/skills.
Pedagogical & technological innovation (indicator 25): new learning methods, tools (including AI), accessibility of digital resources.
Disability-specific monitoring (indicator 26): internal organisation (disability liaison, partner network, events, awareness).

Methodology — step-by-step

Clarify scope and frequency
- Decide cadence and time commitment (e.g., 1 hour every 3 weeks vs many micro-tasks).
- Limit scope to what is relevant (don’t track apprenticeship systems if you don’t offer them).
Define roles and collaborators
- Appoint a disability liaison/reference person and make the contact visible (website, program documents, convocation).
- Distribute monitoring responsibilities across team members by interest/expertise (legal, pedagogy/tech, disability).
Identify authoritative sources and experts
- Subscribe to sector newsletters and follow named specialists and bodies.
- Choose a small set of reliable sources to avoid overload.
Instrument your intake process (pre-training)
- Automate a pre-training questionnaire asking: “Do you have a disability or require specific training arrangements?”
- Keep proof the questionnaire was sent; a lack of response is still evidence that you asked.
Anticipate and prepare accommodations
- Define typical accommodations (extra time for exams, break schedules, readable formats).
- Decide what proof is required for certain accommodations (e.g., RQTH for extra certification time) and document accommodations offered without formal recognition.
Monitor across indicators (examples)
- Legal/regulatory: track the EU accessibility directive → research impact, prepare recommendations, produce implementation plan and timeline; evidence = report + team brief + timeline.
- Pedagogical/technological: adopt RGAA checks, use Scribe to simplify texts, provide captions and screen-reader friendly materials; evidence = updated materials, accessibility audits.
- Disability-specific: appoint liaison, map partner network (RHF regional contacts, CAP emploi, MDPH), attend SEEPH / DuoDay / referent-network events; evidence = web updates, partner emails, event reports.
Capture, structure and store evidence
- For each item, save a short note summarizing relevance, planned/taken actions, and attach supporting documents (screenshots, updated program, emails).
- Maintain a status/action list (to-do, in progress, done) and a central “cadoc” or summary table for audits.
Use a tool to centralize and share monitoring
- Use a content-aggregator / monitoring tool to receive summaries, annotate and tag items by indicator, upload sources and attach evidence, share and assign tasks, and filter by indicator for audits.
Turn monitoring into actions & continuous improvement
- From each relevant item, define at least one tangible follow-up (update a program, run an awareness session, change a digital format).
- Track and document implementation — quality over quantity.

Concrete actions and evidence examples for audits

Updated website or program page with liaison contact (before/after screenshots).
Report or internal memo summarizing implications of a new directive and an implementation timetable.
Adapted materials using the FAL (easy-to-read) method or simplified texts from Scribe.
Email exchange with an RHF regional contact or CAP emploi confirming support options.
Internal training / webinar attendance report and distribution of the report internally.
Documentation of accommodations provided (e.g., extra exam time) with justification where required.

Practical tips and clarifications

Certificates of mere attendance are weak evidence; auditors want to see what was done with the information (reports, actions, updated resources).
Inclusive wording suggestion (use in invites/programs and forms):

“If you have a disability or require specific training arrangements…”
Be proactive: don’t wait for learners to declare. Make accommodations visible and include the question in pre-training forms.
Small adjustments (breaks, timing, readable slides) can make a big difference.
If your organisation is small or resource-constrained, choose a realistic cadence and a tight scope — better to do fewer actions well.
Monitoring items often apply to multiple indicators — tag them accordingly.

Tools and resources mentioned

Monitoring/aggregation tool showcased: Digiform / DigiforM veille (Digiformat family)
- Features: dashboard with summaries, article annotations, uploads, sharing and tasks; tagging/categorization by monitoring indicator; team sharing and task tracking.
- Premium: unlimited cadoc items, add external sources, set monitoring team, calls for tenders feed.
- Pricing example (webinar): ~€39 excl. tax/month or €390 excl. tax/year.
Accessibility & pedagogy tools/methods:
- RGAA (referred to as RG2A in transcript) — digital accessibility checks.
- Scribe — text simplification for learners with learning disabilities.
- Screen readers and subtitling software.
- FAL / facile à lire et à comprendre (easy-to-read/easy-to-understand).
Key organisations, networks and events:
- GFIP / FIP PHFP (guides/news/studies), OPCO Atlas, CAP emploi, MDPH, RHF network.
- Module Pro — free disability training modules.
- SEEPH — European Week for the Employment of People with Disabilities (mid-November).
- DuoDay — inclusion event (paired workday during SEEPH).
- OF Connect community — community for training organisations (registration requires Qualiopi/Caliopi or in process).
- Digiform (magazine) and other Digiformat/Digifor family resources.

Examples of legal/regulatory and pedagogical monitoring to implement

Track the EU accessibility directive → produce internal report + implementation roadmap for digital materials.
Apply FAL to key learner-facing documents → produce adapted versions + evidence of team review.
Implement RGAA checks on the website and adjust color/contrast for colorblind learners.
Integrate Scribe outputs for learner handouts to support people with learning disabilities.
Add an explicit accessibility contact on program pages and convocation emails.

Evidence collection checklist (recommended)

Pre-training questionnaire record and any follow-ups.
Email exchanges with partners/experts.
Before/after screenshots of web or program updates.
Internal reports summarizing events/webinars and actions taken.
Uploaded updated program versions and session plans.
Task list status updates and cadoc summary for audits.

Speakers, named people and sources featured

Presenters / webinar team:
- Johanna — Digiformat monitoring team / Digiform team (webinar host).
- Stéphanie — Instructional designer & disability liaison at Nova Learning.
- Baptiste — webinar support / Q&A.
- Pascal — OF Connect community / panel moderator/organiser.
- Maeva — webinar support / Q&A.
Named experts and contacts:
- Véronique Bustrel — director of innovation at GFIP.
- Caroline Pachou — project manager for disability and diversity at OPCO Atlas.
Organisations, resources and networks:
- GFIP, FIP PHFP, OPCO Atlas, CAP emploi, MDPH, RHF network, Module Pro, SEEPH, DuoDay, OF Connect, Digiform / Digiformat / DigiforM veille, RGAA, Scribe, FAL.

Note: subtitles were auto-generated and contain some spelling/abbreviation inconsistencies (e.g., GFIP/FIP PHFP, Digiform/DigiforM). Names above follow the transcript where possible.