How do French teachers understand inclusive education and its implementation?

Type de document :

Article dans une revue scientifique: Article original

DOI :

10.1080/08856257.2024.2372965

URL permanente :

http://hdl.handle.net/20.500.12210/115724

Titre :

How do French teachers understand inclusive education and its implementation?

Auteur(s) :

Perrin, Anne-Laure [Auteur]

Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Jury, Mickael [Auteur]
Activité, Connaissance, Transmission, éducation [ACTé ]
Desombre, Caroline [Auteur]

Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072

Titre de la revue :

European Journal of Special Needs Education

Pagination :

1-15

Éditeur :

Taylor & Francis

Date de publication :

2024-07-02

ISSN :

0885-6257

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

While inclusive education is widely promoted around the world, the meaning assigned to it remains ambiguous. Regarding that different interpretations have implications for teachers’ attitudes and behaviours, those ...
Lire la suite >While inclusive education is widely promoted around the world, the meaning assigned to it remains ambiguous. Regarding that different interpretations have implications for teachers’ attitudes and behaviours, those interpretations could possibly exert influence on the inclusive school implementation by teachers. The present study sought to identify how French teachers define inclusive education, as well as the reasons they perceive as justifying its implementation. To this purpose, 251 teachers completed an online questionnaire. The results show that teachers’ harbour wide-ranging definitions, with a significant proportion viewing inclusive education as being rooted in an integrative approach (i.e. school viewed as the welcoming place of Special Educational Needs (SEN) students before being the place of their education). Moreover, teachers’ perceived reasons, while mainly based on universalist concerns, also often cite non-student-centred aspects like political strategies or material aspects such as funding. The results of this study may help to understand why difficulties persist in the implementation of inclusive education in France and likely abroad as well.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille

Collections :

Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072

Équipe(s) de recherche :

Education & Société

Date de dépôt :

2024-07-02T07:45:13Z
2024-07-03T08:20:08Z

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