{"id":65215,"date":"2022-10-12T01:35:48","date_gmt":"2022-10-12T05:35:48","guid":{"rendered":"https:\/\/world.edu\/?p=65215"},"modified":"2022-10-12T01:35:48","modified_gmt":"2022-10-12T05:35:48","slug":"reception-and-pedagogy-where-is-the-inclusive-school-in-france","status":"publish","type":"post","link":"https:\/\/world.edu\/reception-and-pedagogy-where-is-the-inclusive-school-in-france\/","title":{"rendered":"Reception and pedagogy: where is the inclusive school in France?"},"content":{"rendered":"

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Pupils designated as\u00a0\u201cwith special educational needs\u201d<\/a>\u00a0are children who \u201cfind it significantly more difficult to learn than the majority of children of the same age when they are in a particular situation or suffer from a handicap which prevents or hinders them in their learning.\u00a0Their schooling is a major concern for all education systems, as recalled by the\u00a0fourth objective of the 2030 Agenda<\/a>\u00a0defined by the UN.<\/p>\n

To deal with the heterogeneity of students, countries have adopted\u00a0different models<\/a>\u00a0implying that the\u00a0definition of inclusive education<\/a>\u00a0and its implementation vary greatly.\u00a0In France, inclusive education as it is currently advocated is the result of a long process driven both by a regulatory and legislative framework specific to France but also by international commitments (for example, the\u00a0Salamanca declaration<\/a>\u00a0In 1994).\u00a0The concept as such was used in France, for the first time, in the\u00a0law of July 8, 2013<\/a>\u00a0on orientation and programming for the refoundation of the School of the Republic.<\/p>\n

The conception of inclusion and its implications for the school institution have thus evolved over time.\u00a0Today, even if the majority of\u00a0teachers<\/a>\u00a0seem to be in favor of it, they still experience\u00a0difficulties in implementing it<\/a>\u00a0.\u00a0These difficulties may in part be linked to the fact that, due to numerous developments, the\u00a0concept of inclusive education<\/a>\u00a0lacks consensus and remains, even today,\u00a0misunderstood by education stakeholders<\/a>\u00a0.<\/p>\n

From integration to a universal pedagogy<\/strong><\/h4>\n

The principle of integrating pupils with special educational needs appeared in the orientation law of June 30, 1975. This principle referred to the idea that the latter can learn in the ordinary course and then asked them to make efforts to adapt. to the school and its functioning (even if\u00a0assistance<\/a>\u00a0could be provided to them on an ad hoc basis).\u00a0Pupils for whom the deviation from the norm was not too great were likely to be integrated into a regular class;\u00a0the others are then directed to separate classes or establishments.<\/p>\n

Gradually, over the years,\u00a0integration gave way to inclusion<\/a>\u00a0.\u00a0These pupils thus benefited from an increasingly elaborate level of participation, moving away from the physical integration of 1975, its minimal form, to reach an administrative integration from 2005, its most advanced form.\u00a0These different developments are also found in research work around the world.\u00a0Thus,\u00a0Kerstin G\u00f6ransson and Claes Nilholm<\/a>\u00a0, in 2014, in a review of this academic work, showed that inclusion there can be defined as:<\/p>\n