L'école inclusive : des objectifs communs et des modalités différentes en Europe

Abstract : With the concept of an inclusive school, the educational responses to disabilities have known a paradigmatic shift since the 1990s and the Salamanca declaration (1994). The focus then begins to be on the rights to education for all in a unified system, breaking with specialized responses that favoured an approach based on deficiencies, and introducing an approach in terms of special education needs. This shift is reflected the European Citizenship Charter and the International Convention on the Rights of Persons with Disabilities (2006). Within the European Union, the implementation of this new paradigm results in different responses ranging from a unified system in which all children are enrolled in the same school system to a dual system in which children with disabilities receive education outside the school system. The presentation discusses this paradigm shift and its significant moments and presents some major variations within the European Union by referring to three national situations (Sweden, Germany, Italy). It seeks to identify the main tensions in which the challenges of inclusive schooling lie.
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https://halshs.archives-ouvertes.fr/halshs-01929053
Contributor : Marcel Calvez <>
Submitted on : Tuesday, November 20, 2018 - 9:29:21 PM
Last modification on : Thursday, February 7, 2019 - 5:38:53 PM

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Marcel Calvez. L'école inclusive : des objectifs communs et des modalités différentes en Europe. 2e journée d'études du Comité scientifique et technique du CRA (Centre de Ressources Autisme) Bretagne: « École inclusive et TSA », Comité scientifique et technique du CRA (Centre de Ressources Autisme) Bretagne, en partenariat avec le LP3C (EA 1285) Université Rennes 2, Nov 2018, Rennes, France. ⟨halshs-01929053⟩

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