Like other European and Northern American countries, France has, since 7 years, adopted the inclusion model for disabled children (law of February 11th, 2005). The challenge for the educational system is to offer an individualized and diverse education that takes into account the special educational needs (SEN system) of disabled pupils. In other words, it is not a matter of integrating handicapped pupils in ordinary classes and expect them to adapt to the mainstream educational system. It is now necessary to identify these needs in order to provide the right answers to these students. That approach once belonged to the Special Education System but is now everybody’s concern. The major changes in the identity and professional practice, induced by this new context, are analyzed in this issue. The articles of various epistemological orientations all aim at defining and finding one of the “evolving” parameters concerned in inclusive education: a) professional practices of teachers, particularly those regarding pedagogic adaptations; b) Cooperation practices between teachers and other partners (here AVS and care workers); c) Pupil’s representatives.
|Number of pages||13|
|Journal||Travail et formation en Education|
|Publication status||Published - 9 Feb 2012|