Inclusive education, social justice, democratization, normalization, special educational needs, UNESCO, Human Rights
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Explore the concept of inclusive education as a means to promote social justice and regulate individual behaviors in society.
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[...] To this is added the decoupling of the system from the societal practices of the economic world that favor individual competition. [...]
[...] A lever allowing the coproduction of individuals to the objectives of social cohesion - Inclusive school by the postulate that all individuals want to cooperate in the cohesion of society and that this cohesion rests on the will of its members (Charlier and Croché, 2019) - This type of device introduces the subordination of the link that unites the student to society as a good cooperator contributing to cooperation between its members (Charlier and Croché, 2019) III. The contradictions of the device A. A coproduced device but sometimes difficult to apply - In the Czech Republic, opposition at the time of the application of the decree on inclusive schools by professional associations on the issue of educability of certain audiences. They judged that the policies lack expertise and that this device is ultimately contradictory to the primary objectives of the school, which is learning. [...]
[...] Example of students with mild mental retardation (Stech, 2017). - Observations from professionals on the application of inclusive schools: a worrying shift from the concern to address school inequalities to imposing transformations on the school to meet the needs of all (Zay, 2012) B. Half-hearted effects - The main challenge of normalization is that this goal of inclusive schools has not always been accompanied by changes in the organization of school curricula, teaching and learning strategies (Zay, 2012) - Sometimes contradictory effects: inclusive schools are not those of efficiency, encourage family strategies with the most symbolic capital to flee social mixing, on the other hand, inclusive schools are discordant with societal practices where competition reigns (Charlier and Croché, 2019) - And inconclusive results since its introduction, PISA survey of 2009: French school that regresses on basic knowledge such as mastery of language (18ème/34th, loses 3 ranks for math learning and countries where the gap is the largest based on family background (Zay, 2012) Conclusion In conclusion, while the inclusive school system is presented as a means to combat discrimination and promote social justice. [...]
[...] The inclusive school, universal response to exclusion A. A device promoting social justice - Notion of 'inclusion', which finds its origins in the Human Rights movement and in the currents of Social Justice (Zay, 2012); - Seen in the continuity of policies for the democratization of the School. The inclusive school, a process of democratization of the education system (Zay, 2012); - Inclusive School is a school that aims to fight against discrimination, by organizing itself so that all students find their place within it. [...]
[...] Initially introduced as the need for schools to include excluded and marginalized groups by society; the notion has mutated by introducing the fact of taking into account the 'special educational needs' of these groups and the need for schools to evolve these programs and their organization so that they can 'personally flourish and reveal themselves to be performing' (Charlier and Croché p.13). In this writing texts dealing with inclusive school as a device will be examined. The first text is entitled "L'enjeu de l'éducation inclusive : préparer les futurs citoyens à s'entretuer ou à vivre ensemble ? » published in 2012 and written by Danielle Zay, Doctor and Emeritus Professor of Education Sciences at the University Charles Gaulle Lille 3. [...]
