Inclusion across borders: young immigrants in France and England

Abstract

<jats:p>Globalisation and migration have brought new challenges to education in the past decades, raising questions about how schools can promote inclusion within contexts of increased diversity (Vertovec and Wessendorf, 2009). The concept of inclusive education itself remains contested with different meanings across national contexts. This makes a comparative focus on inclusion particularly relevant to understanding different languages of inclusion and the ways in which these are articulated across national and institutional contexts.</jats:p>

Teachers’ social representations of inclusive education: A systematic review of literature 2010-2020

“…Professional integration and enrollment in an inclusive educational community can help these representations evolve. 18 [64] Qualitative: Interviews…”

“…Authors Diversity in the classroom (disability/migrants/intellectual deficiency/SEN/gender/others) [47], [51]- [53], [58], [59], [62] Teachers and inclusive school [48], [50], [55], [56], [61], [63], [64] Teaching-learning and Inclusion [49], [50], [54], [57], [60]…”

“…The success of school inclusion depends in part on the level of knowledge of teachers about this subject. Teachers must have adequate knowledge of cognitive, behavioral, and social characteristics to design appropriate learning experiences and teaching strategies to address diversity in regular classrooms [64]. In this sense, the teacher's understanding of the individual characteristics of the students and the appropriate teaching strategies are in making the notion of inclusion a reality in their classrooms.…”

“…The literature reports that there are several variables assigned to teachers' opinions regarding inclusion, since the shortcomings in initial training and professional experience in the school, added to the lack of support from principals, the absence of teamwork, the high number of students and the prescriptions of the national curriculum, are factors that would conspire with the teacher's didactic deployment in the face of the phenomenon of inclusion, which currently considers aspects such as gender, ethnicity, migration, SEN, disability, among others [48], [50], [55], [56], [61], [63], [64]. Given their important role as agents of change within the classroom, teachers' favorable conceptions of inclusion can help others form affirmative positions toward inclusive education.…”