The conflict between inclusive education ...
Type de document :
Article dans une revue scientifique: Article original
URL permanente :
Titre :
The conflict between inclusive education and the selection function of schools in the minds of French teachers
Auteur(s) :
Khamzina, Kamilla [Auteur]
Université Clermont Auvergne [2017-2020] [UCA [2017-2020]]
Activité, Connaissance, Transmission, éducation [ACTé ]
Jury, Mickaël [Auteur]
Université Clermont Auvergne [2017-2020] [UCA [2017-2020]]
Activité, Connaissance, Transmission, éducation [ACTé ]
Ducreux, Edwige [Auteur]
Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Desombre, Caroline [Auteur]
Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Université Clermont Auvergne [2017-2020] [UCA [2017-2020]]
Activité, Connaissance, Transmission, éducation [ACTé ]
Jury, Mickaël [Auteur]
Université Clermont Auvergne [2017-2020] [UCA [2017-2020]]
Activité, Connaissance, Transmission, éducation [ACTé ]
Ducreux, Edwige [Auteur]
Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Desombre, Caroline [Auteur]
Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Titre de la revue :
Teaching and Teacher Education
Nom court de la revue :
Teaching and Teacher Education
Numéro :
106
Pagination :
103454
Éditeur :
Elsevier BV
Date de publication :
2021-10
ISSN :
0742-051X
Discipline(s) HAL :
Sciences cognitives
Résumé en anglais : [en]
Positive attitudes among teachers toward inclusive education play an essential role in enabling students with special educational needs to participate in mainstream education. In this paper, we hypothesize that a conflict ...
Lire la suite >Positive attitudes among teachers toward inclusive education play an essential role in enabling students with special educational needs to participate in mainstream education. In this paper, we hypothesize that a conflict between the selection function of schools (i.e., the sorting of students into different academic pathways) and inclusive education makes it difficult for teachers to hold positive attitudes. Three studies (qualitative and quantitative) were conducted, providing support to this hypothesis. Overall, findings revealed that ideological barriers can hinder the implementation of inclusive education and raise new questions regarding the consequences of selection-predicated scholastic settings on students with special educational needs.Lire moins >
Lire la suite >Positive attitudes among teachers toward inclusive education play an essential role in enabling students with special educational needs to participate in mainstream education. In this paper, we hypothesize that a conflict between the selection function of schools (i.e., the sorting of students into different academic pathways) and inclusive education makes it difficult for teachers to hold positive attitudes. Three studies (qualitative and quantitative) were conducted, providing support to this hypothesis. Overall, findings revealed that ideological barriers can hinder the implementation of inclusive education and raise new questions regarding the consequences of selection-predicated scholastic settings on students with special educational needs.Lire moins >
Langue :
Anglais
Comité de lecture :
Oui
Audience :
Internationale
Établissement(s) :
Université de Lille
Équipe(s) de recherche :
Education & Société
Date de dépôt :
2022-04-29T14:56:51Z
2022-05-11T06:11:01Z
2022-05-11T06:11:01Z