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Master Thesis

L’école inclusive et les acteurs du système éducatif : Etat des lieux des représentations

Abstract : Our brief focuses on the representations that the various actors in the education system have of the inclusive school. We had taken as a basis the circular of the beginning of the 2019 school year concerning the inclusive school, the ministerial recommendations accompanying it, as well as the scientific works on this question (Pelletier, 2020 ; Gardou, 2012). As regards the context of the study, we based ourselves on our respective internships, a school located in a priority zone, and a school outside the priority zone. Our problematic focuses on the knowledge and representations that the actors of the education system have of the circular and the institutional recommendations of 2019 as well as the expectations and needs of its actors in order to allow the inclusion of students with special educational needs. In the field, we carried out an exploratory study and set up different questionnaires adapted to each category of actor (teacher, parent, pupil, etc.). Their answers were processed using graphs and tables and then analysed to reveal trends. Among the results, we noted that the measures concerning inclusive schools are still difficult to set up in the field because teachers in particular have noted difficulties in terms of material resources and training.
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Master Thesis
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Submitted on : Wednesday, April 29, 2020 - 12:39:35 PM
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  • HAL Id : dumas-02558188, version 1


Marie-Mélissa Elisabeth, Véronique Belinda Saidou. L’école inclusive et les acteurs du système éducatif : Etat des lieux des représentations. Education. 2020. ⟨dumas-02558188⟩



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