The Integration of ‘Disabled’ Children in Ordinary Schools in France: A New Challenge

Plaisance, Éric

doi:10.1007/978-1-4020-5119-7_4

Cited by 5 publications

(2 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…La mayoría de los maestros de escuela consideran positiva la educación inclusiva e indican que afecta al rendimiento y es beneficiosa para los estudiantes (Plaisance, 2008).…”

Section: Consideraciones Finalesunclassified

Inclusión y diferenciación pedagógica: concepciones y prácticas. Dos estudios cualitativos en la realidad del sistema educativo portugués

et al. 2020

View full text Add to dashboard Cite

Este artículo ha sido elaborado a partir de dos estudios empíricos realizados en el sistema educativo portugués durante el año escolar 2017-2018. El objetivo es comprender y discutir las concepciones y percepciones de los docentes acerca de la inclusión. Para ello, se desarrollaron dos estudios, uno en la educación preescolar y otro en el primer ciclo de la enseñanza básica. Se utilizó una metodología cualitativa basada en una recogida de datos a partir de guiones de entrevista semiestructurada. Fueron entrevistados 9 educadores de infancia y 14 profesores del primer ciclo. Los datos muestran que los participantes tienen concepciones apropiadas acerca de la inclusión, pero también revelan dificultades para implementar en sus rutinas pedagógicas, metodologías y estrategias que valoren la inclusión y la pedagogía diferenciada.

show abstract

“…La mayoría de los maestros de escuela consideran positiva la educación inclusiva e indican que afecta al rendimiento y es beneficiosa para los estudiantes (Plaisance, 2008).…”

Section: Consideraciones Finalesunclassified

Inclusión y diferenciación pedagógica: concepciones y prácticas. Dos estudios cualitativos en la realidad del sistema educativo portugués

et al. 2020

View full text Add to dashboard Cite

show abstract

“…The emergence of disabled children's educational rights initially reflected the ideology of the disability rights movement. In addition to the US, Italy, France, and the UK all established universal educational rights for children with disabilities in the 1970s, and many more countries have recognized these rights since then (Barton & Armstrong, 2007;Plaisance, 2007;Ferri, 2008). In 1994, UNESCO's Salamanca Statement affirmed, inter alia, the need for educational systems to provide all children with disabilities access to education, when possible in a regular setting, and to provide parents with choices regarding their children's education.…”

Section: Introductionmentioning

confidence: 99%

Privileged Advocates: Disability and Education Policy in the USA

Ong-Dean

Daly

Park

2011

Policy Futures in Education

View full text Add to dashboard Cite

Since the establishment of educational rights for children with disabilities in the 1970s, special education in the US has included a growing share of students and has constituted an ever-growing share of education budgets. Previous research has focused on the disproportionate assignment to special education of low-income and minority students, concluding that special education mainly reproduces social disadvantages. This article argues that privileged parents – by virtue of their ability to navigate complex legal and scientific practices and discourses that are seen as guarantees of fairness and neutrality in special education – are able to secure advantageous resources for their children through special education. Through analysis of the distribution and content of ‘due process' hearing requests in the California special education system, this article shows how advocacy in this part of the system depends on parents' cultural and economic capital. Specifically, reimbursement claims in due process hearings show how having economic capital can be used to leverage public education resources, while parents' testimony in hearings shows the importance of having cultural capital. In concluding, the emphasis on parental involvement in both regular and special education is discussed and alternatives to the individualized system of rights in special education are considered.

show abstract

Kinderschutz über Grenzen organisieren

Schröder

Peters

2021

Organisation Über Grenzen

View full text Add to dashboard Cite

The Integration of ‘Disabled’ Children in Ordinary Schools in France: A New Challenge

Cited by 5 publications

References 4 publications

Inclusión y diferenciación pedagógica: concepciones y prácticas. Dos estudios cualitativos en la realidad del sistema educativo portugués

Inclusión y diferenciación pedagógica: concepciones y prácticas. Dos estudios cualitativos en la realidad del sistema educativo portugués

Privileged Advocates: Disability and Education Policy in the USA

Kinderschutz über Grenzen organisieren

Contact Info

Product

Resources

About