Education et sociétés/ Revue internationale de sociologie de l'éducation
N° du périodique:
38
Date du numéro (article):
01/01/2016
Source:
N° 38 / 01-01-2016
Auteur(s):
MAZEREAU, Philippe
Année de publication:
2016
Date de publication:
01/01/2016
Résumé:
The idea that there exists a link between the discussions on the educational future for disabled childrenwithin the bourgeois commission of 1904and the adoption of inclusive educationas a guiding principle for the public education service in 2013, may seem incongruous. Indeed, what common point remains betweenthe dual school system of the early twentieth and of that of 2013,massifiedand formally unified until the end of secondary schools? Is there still a connection between the ways of assessingabnormality and that of the special educational needs ofthepupils? If so, do they have any other interest thandocumentary's?In other words,can their analysis enrich our understanding of the currentsituation of treating pupil'sacademic difficultiesand the situation of those recognized as being handicapped? We wish in this case to document answers to the first two questions in order to indicate lines of thought to answer the third. [Résumé d'éditeur] Document disponible au format numérique