How do you help a dyslexic pupil keep up with lessons? What adjustments can be offered to a child facing difficulties linked to a disability? To support schools in such situations, the Wallonia-Brussels Federation has 48 territorial hubs. At the initiative of Valérie Glatigny, the Government adopted a draft text in first reading aimed at strengthening their presence in classrooms and simplifying their operation.
Territorial hubs bring together professionals who help mainstream schools (from nursery to secondary level) support pupils with specific needs. They advise teachers and can step in for pupils who need particular support. These pupils then benefit from “reasonable accommodations”.
In practice, for a dyslexic pupil, this might mean helping the teacher prepare documents that are easier to read or choose a text-to-speech tool. For a child moving from special education into a mainstream class, the hub can help them use these comprehension tools and take part in activities alongside other pupils.
However, the 2025 evaluation and discussions with education stakeholders revealed a clear expectation: more help in the classroom and a better understanding of what the hubs can offer.
“The hubs must be a form of support that teachers and pupils see and feel every day. Their expertise must translate into concrete help in the classroom. That is their purpose,” stresses Valérie Glatigny.
Support close to the pupils
We want to prioritise support for pupils. The hubs will be able to step in particularly when a child continues to face difficulties despite the adjustments put in place by their school. They will also continue supporting pupils from special education who complete their entire schooling in mainstream education.
Teachers will also continue to receive advice and tools to adapt their lessons to pupils' needs. The aim is to help them find solutions that work on a day-to-day basis.
A clearly identified contact for each school
Each school receiving support will have a designated contact person within its hub. When a difficulty arises, the teaching team will know exactly who to turn to.
If a situation requires expertise the hub does not have, it will also be able to call on a specialised external service. Schools will be better informed about the support available to them.
Less administrative hassle
The draft also provides for a simplification of how the hubs are organised. Agreements governing their collaboration with schools will be concluded without an end date, avoiding the need for regular renewal procedures. They can still be amended or terminated, with one school year's notice to allow teams to organise themselves and preserve continuity of support for pupils.
These changes are planned for the start of the 2027 school year. The text, adopted in first reading, must still undergo negotiations and consultations before its final adoption.