French teachers' intentions to use accommodated materials in learning and assessment

Khamzina, Kamilla; Desombre, Caroline; Jury, Mickael

Type de document :

Article dans une revue scientifique: Article original

URL permanente :

http://hdl.handle.net/20.500.12210/89073

Titre :

French teachers' intentions to use accommodated materials in learning and assessment

Auteur(s) :

Khamzina, Kamilla [Auteur]

Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Desombre, Caroline [Auteur]

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

Titre de la revue :

European Journal of Education

Numéro :

Pagination :

p.209-220

Date de publication :

2023-06

Mot(s)-clé(s) en anglais :

accommodations
assessment
France
inclusive education
intentions
teacher attitudes

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

The implementation of inclusive practices in mainstream education remains particularly difficult in the French context and is influenced by various factors including the types of disability labels, and the type of assessment ...
Lire la suite >The implementation of inclusive practices in mainstream education remains particularly difficult in the French context and is influenced by various factors including the types of disability labels, and the type of assessment practices that are used. Indeed, how student disability is labelled could impact teacher attitudes by notably disfavouring students labelled with autism. Moreover, normative assessment is strongly linked with selection at schools—a function that works against teacher attitudes towards inclusive education. This article reports on a study in which we examined teacher intentions to use materials accommodated to special educational needs students, as a function of special needs labelling. Specifically, this refers to the use of labels for either a disability or special educational need, in connection to tasks associated with learning or assessment. The results of our study revealed that, for both types of labels, the intentions to use accommodated materials are lower when teachers are asked to assess student competence than when prompted to teach this competence. These findings are discussed with consideration to the incompatibility between selection in schools—which is aligned with the principle of meritocracy—and efforts to promote inclusive education practicesLire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Collections :

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

Équipe(s) de recherche :

Education & Société

Date de dépôt :

2023-11-03T13:39:17Z
2023-11-17T10:28:11Z

Fichiers

KhDeJU_EJE_2023_postprint.docx
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Numéro de version	Lien	Date de modification
2	20.500.12210/89073*	2023-11-17T10:23:56Z
1	20.500.12210/89073.1	2023-11-03T13:39:17Z

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