{"id":50723,"date":"2020-01-15T11:11:14","date_gmt":"2020-01-15T19:11:14","guid":{"rendered":"https:\/\/world.edu\/?p=50723"},"modified":"2020-01-15T11:11:14","modified_gmt":"2020-01-15T19:11:14","slug":"can-inclusive-school-benefit-all-students","status":"publish","type":"post","link":"https:\/\/world.edu\/can-inclusive-school-benefit-all-students\/","title":{"rendered":"Can inclusive school benefit all students?"},"content":{"rendered":"

\"\"
\nThe aim of inclusive school is to enable all pupils “whatever their disabilities and difficulties” to learn and to have “an equal chance” of succeeding (\u00a0Unesco<\/a>\u00a0).\u00a0For several years, we can see a strong political will for the establishment of this school both\u00a0internationally<\/a>\u00a0and\u00a0nationally<\/a>\u00a0.<\/p>\n

In France, certain circulars, notably\u00a0that of 2016<\/a>\u00a0, support these legislative measures by reaffirming that “the right to education for all children, whatever their disability, is a fundamental right” and that “each school is intended to accommodate all children, whatever their needs \u201d.\u00a0It also specifies that:<\/p>\n

“The student with a disability is a student like the others. With the necessary adjustments and adaptations, he must have access to the same knowledge and be subject to the same requirements \u201d.<\/em><\/p><\/blockquote>\n

Despite this strong political will, it is clear that\u00a0many obstacles<\/a>\u00a0persist.\u00a0The difficulty<\/a>\u00a0in implementing inclusive education can be explained by many variables such as, for example, the\u00a0teachers’\u00a0weak feeling of competence<\/a>\u00a0, their\u00a0lack of training<\/a>\u00a0or the\u00a0lack of<\/a>\u00a0perceived\u00a0support<\/a>\u00a0from the institution.<\/p>\n

The inclusion of pupils with special educational needs can legitimately be questioned in its aims.\u00a0In fact, inclusive education emphasizes, in its fundamental principles, the\u00a0values<\/a>\u00a0of equity and social justice.<\/p>\n

But is inclusive education achieving its goal?\u00a0In other words, does it really allow pupils with special needs to learn like the others?\u00a0Does it also allow ordinary students to learn in the best conditions?<\/p>\n

Variety of pedagogies<\/strong><\/h4>\n

A meta-analysis, i.e. an exhaustive synthesis of the results of the scientific literature, carried out by\u00a0Ruijs and Peetsma<\/a>\u00a0in 2009, tends to show that, in general, inclusion has positive effects (in the most studies), or neutral on the cognitive development of students with special educational needs.\u00a0In other words, their inclusion in ordinary class allows them, in most cases, to further develop their learning.\u00a0Sometimes this positive effect is not found, but inclusion does not affect their learning.<\/p>\n

This meta-analysis also looked at the effects of inclusion on the socio-emotional development of students with disabilities, such as self-confidence or the quality of social relationships.\u00a0On this point, the analysis did not allow any conclusions to be drawn.\u00a0To explain the lack of consensus in the studies, the authors point out the unequal efficiency of inclusive pedagogies in the classes.<\/p>\n

Indeed, teachers are not all prepared for inclusion and certain unsuitable practices can cause students with special educational needs to feel marginalized: lack of interaction with other students, inappropriate support and therefore difficulty with tasks, negative evaluation, etc. Other, more suitable practices can, on the contrary, promote socio-emotional development.<\/p>\n

Progress in reading and writing<\/strong><\/h4>\n

A study<\/a>\u00a0by Sermier and his collaborators shows contrasting effects depending on the skills worked.\u00a0These authors were interested in the effects of inclusion in the regular classroom on the progress of Swiss students with intellectual disabilities.\u00a0To do this, two groups of children – similar in terms of age, IQ, socio-economic status and academic performance before the study – were compared:<\/p>\n