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Master Thesis

L’accessibilité du CDI au prisme de l’école inclusive : repenser l’espace physique

Abstract : Although inclusive school is at the heart of current educational and societal concerns, my observations in school library (CDI in French) during my professional internships, and my personal experience, have revied that inequalities persist in the reception of students with physical disabilities. This inaccessibility of school spaces shows a gap between reality and the law in force. It also raises questions about the values of the Republic, "community live" and our relationship to otherness. Therefore, as a librarian teacher head of CDI, my duty is to permit all access for all students. The question that arises is what one devise inclusive school Library tailoring for the needs of the students with physical disabilities. Aim of this work is to think about reorganization of the school Library for to allow physical access to facilitate empowerment and success of these students. Here, I propose the possible actions implemented to achieve results concerning the specific needs of users through universal design and design thinking. Finally, if the achievement of a fully inclusive school implies to set adequate environment, this remains one of the greatest challenges for the National Education and local authorities in the years to come.
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Master Thesis
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Submitted on : Wednesday, March 23, 2022 - 11:30:15 AM
Last modification on : Friday, March 25, 2022 - 4:00:38 AM


PAGNIEZ Isabelle 30-04.pdf
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  • HAL Id : dumas-03617134, version 1



Isabelle Pagniez. L’accessibilité du CDI au prisme de l’école inclusive : repenser l’espace physique. Education. 2021. ⟨dumas-03617134⟩



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