ror.org/002rjbv21
Abstracts
Résumé
Le passage de l’intégration scolaire à l’éducation inclusive constitue un défi pour les enseignants et la question de leurs représentations dans sa mise en oeuvre est primordiale. Cet article propose une métasynthèse croisant les résultats de quatre recherches (Suisse, Québec et Nouvelle-Zélande) réalisées à différents moments du développement professionnel des enseignants en se centrant sur leurs représentations pour identifier les facteurs susceptibles de les faire progresser vers l’éducation inclusive. Cette métasynthèse fait apparaitre chez la majorité des futurs ou jeunes enseignants une forme de fixité des représentations sur les besoins particuliers des élèves. L’insertion professionnelle et l’inscription dans une communauté éducative inclusive peuvent faire évoluer ces représentations. Un tel processus transformationnel est facilité lorsqu’il est soutenu par un accompagnement des équipes-écoles et par des politiques inclusives. Cet article propose finalement diverses pistes de réflexion pour prendre en compte les représentations sociales dans la formation initiale et continue des enseignants.
Mots-clés :
- éducation inclusive,
- intégration scolaire,
- représentations sociales,
- formation initiale des enseignants,
- formation continue des enseignants
Abstract
Moving from mainstreaming towards inclusive education reveals a major challenge for teachers. Considering their representations in this process is paramount. This metasynthesis links the results of four studies (Switzerland, Quebec and New Zealand) which looked into teachers’ representations at different phases of their professional development to identify factors contributing to move towards inclusive education. The metasynthesis illustrates the sustainability of representations focused on pupils’ special educational needs among student and beginning teachers. The results also show that joining an inclusive school community can contribute to the evolution of these representations towards inclusive education for beginning teachers. Such a transformational process is made easier by the support of school staff and inclusive policies. The paper finally points to different areas of inquiry for integrating the study of teachers' social representations into initial and continuing teacher education.
Keywords:
- inclusive education,
- mainstreaming,
- social representations,
- initial teacher education,
- continuing teacher education
Resumen
El paso de la integración escolar a la educación inclusiva constituye un desafío para los maestros y la cuestión de sus representaciones en la implementación de esta educación inclusiva es primordial. Este artículo propone una metasíntesis que comprende los resultados de cuatro investigaciones (Suiza, Quebec y Nueva Zelanda) desarrolladas en diferentes momentos del desarrollo profesional del maestro, centrándose en sus representaciones para identificar los factores susceptibles de hacerlos progresar hacia la educación inclusiva. Esta metasíntesis hace aparecer en la mayoría de futuros o nuevos maestros una forma de fijación de las representaciones sobre las necesidades particulares de los alumnos. La inserción profesional y la inscripción en una comunidad educativa inclusiva pueden hacer evolucionar estas representaciones y este proceso transformativo es facilitado cuando es apoyado por un acompañamiento de los equipos escolares y por políticas inclusivas. Este artículo propone finalmente diversas pistas de reflexión para tomar en cuenta las representaciones sociales en la formación inicial y continua de los maestros.
Palabras clave:
- Educación inclusiva,
- integración escolar,
- representaciones sociales,
- formación inicial de maestros,
- formación continua de maestros
Appendices
Bibliographie
- Abric, J.-C. (2003a). De l’importance des représentations sociales dans les problèmes de l’exclusion sociale. Dans J.-C. Abric (dir.), Exclusion sociale, insertion et prévention (p. 13-19). Toulouse, France : Éditions ÉRÈS.10.3917/eres.abric.2003.02.0011 Google Scholar Search this bibliographic reference on Google Scholar
- Abric, J.-C. (2003b). L’étude expérimentale des représentations sociales. Dans D. Jodelet (dir.), Les représentations sociales (p. 187-203). Paris, France : Presses universitaires de France.10.3917/puf.jodel.2003.01.0203 Google Scholar Search this bibliographic reference on Google Scholar
- Agbenyega, J. S. (2011). Building new identities in teacher preparation for inclusive education in Ghana. Current issues in education, 14(1), 4-36. Repéré à https://cie.asu.edu/ojs/index.php/cieatasu/article/view/554Google Scholar Search this bibliographic reference on Google Scholar
- Ainscow, M. (2000). The next step for special education: supporting the development of inclusive practices. British journal of special education, 27(2), 76-80. doi : 10.1111/1467-8527.0016410.1111/1467-8527.00164 Google Scholar Search this bibliographic reference on Google Scholar
- Ainscow, M. (2003). Using teacher development to foster inclusive classroom practices. Dans T. Booth, K. Nes et M. Strømstad (dir.). Developing inclusive teacher education (p. 15-32). Londres, Royaume-Unis : Routledge Falmer.10.4324/9780203465233_chapter_2 Google Scholar Search this bibliographic reference on Google Scholar
- Ainscow, M. (2005). Understanding the development of inclusive education system. Electronic journal of research in educational psychology, 3(3), 5-20. Repéré à http://www.investigacion-psicopedagogica.org/revista/articulos/7/english/Art_7_109.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- AuCoin, A., Goguen, L. et Vienneau, R. (2011). Pas plus spécial que nécessaire : analyse des politiques scolaires de la Nouvelle-Écosse à l’égard de l’inclusion scolaire des élèves avec handicaps. Éducation et francophonie, 39(2), 23-49. doi : 10.7202/1007726ar
10.7202/1007726ar
Google Scholar
Search this bibliographic reference on Google Scholar
- Avramidis, E. et Norwich, B. (2002). Teachers’ attitudes towards inclusion/integration: A review of the literature. European journal of special needs education, 17(2), 129-147. doi : 10.1080/0885625021012905610.1080/08856250210129056 Google Scholar Search this bibliographic reference on Google Scholar
- Baron, R. M. et Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of personality and social psychology, 51(6), 1173-1182. doi : 10.1037/0022-3514.51.6.117310.1037/0022-3514.51.6.1173 Google Scholar Search this bibliographic reference on Google Scholar
- Beaucher, V. et Jutras, F. (2007). Étude comparative de la métasynthèse et de la méta-analyse qualitative. Recherches qualitatives, 27(2), 58-77. Repéré à http://www.recherche-qualitative.qc.ca/documents/files/revue/edition_reguliere/numero27(2)/beaucher27(2).pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Bergeron, G. (2014). Le développement de pratiques professionnelles inclusives : le cas d’une équipe-cycle de l’ordre d’enseignement secondaire engagée dans une recherche-action-formation (Thèse de doctorat). Université du Québec à Trois-Rivières, Canada. Récupéré de Dépôt numérique UQTRhttp://depot-e.uqtr.ca/id/eprint/7517Google Scholar Search this bibliographic reference on Google Scholar
- Bergeron, G. et St-Vincent, L.-A. (2011). L’intégration scolaire au Québec : regard exploratoire sur les défis de la formation à l’enseignement au primaire et préscolaire. Éducation et francophonie, 39(2), 272-295. doi : 10.7202/1007738ar10.7202/1007738ar
Google Scholar
Search this bibliographic reference on Google Scholar
- Bondas, T. et Hall, E. O. C. (2007). Challenges in approaching metasynthesis research. Qualitative health research, 17(1), 113-121. doi : 10.1177/104973230629587910.1177/1049732306295879 Google Scholar Search this bibliographic reference on Google Scholar
- Bonvin, P., Ramel, S., Curchod-Ruedi, D., Albanese, O. et Doudin, P.-A. (2013). Inclusion scolaire : de l’injonction sociopolitique à la mise en oeuvre de pratiques pédagogiques efficaces. ALTER, Revue européenne de recherche sur le handicap, 7, 127-134. doi : 10.1016/j.alter.2012.11.00710.1016/j.alter.2012.11.007 Google Scholar Search this bibliographic reference on Google Scholar
- Booth, T. (1996). Stories of exclusion: Natural and unnatural selection. Dans E. Blyth and J. Milner (dir.), Exclusion from school: Inter-professional issues for policy and practice (p. 21-36). Londres, Royaume-Unis : Routledge.Google Scholar Search this bibliographic reference on Google Scholar
- Booth, T. et Ainscow, M. (2011). Index for inclusion: developing learning and participation in schools. Bristol, United Kingdom: Centre for studies on inclusive education.Google Scholar Search this bibliographic reference on Google Scholar
- Bourke, R., Kearney, A. et Bevan-Brown, J. (2004). Stepping out of the classroom: Involving teachers in the evaluation of national special education policy. British journal of special education, 31(3), 150-156. doi : 10.1111/j.0952-3383.2004.00346.x10.1111/j.0952-3383.2004.00346.x Google Scholar Search this bibliographic reference on Google Scholar
- Carrington, S. (1999). Inclusion needs a different school culture. International journal of inclusive education, 3(3), 257-268. doi : 10.1080/13603119928503910.1080/136031199285039 Google Scholar Search this bibliographic reference on Google Scholar
- Carrington, S. et Elkins, J. (2002). Comparison of a traditional and an inclusive secondary school culture. International journal of inclusive education, 6(1), 1-16. doi : 10.1080/1360311011006175410.1080/13603110110061754 Google Scholar Search this bibliographic reference on Google Scholar
- Carrington, S. et Robinson, R. (2006). Inclusive school community: Why is it so complex? International journal of inclusive education, 10(4-5), 323-334. doi : 10.1080/1360311050025613710.1080/13603110500256137 Google Scholar Search this bibliographic reference on Google Scholar
- Chong, S. S. C., Forlin, C. et Au, M. L. (2007). The influence of an inclusive education course on attitude change of pre-service secondary teachers in Hong Kong. Asia-Pacific journal of teacher education, 35(2), 161-179. doi : 10.1080/1359866070126858510.1080/13598660701268585 Google Scholar Search this bibliographic reference on Google Scholar
- Clough, P. (1999). Exclusive tendencies: Concepts, consciousness and curriculum in the project of inclusion. International journal of inclusive education, 3(1), 63-73. doi : 10.1080/13603119928519210.1080/136031199285192 Google Scholar Search this bibliographic reference on Google Scholar
- Cochran-Smith, M. et Dudley-Marling, C. (2012). Diversity in teacher education and special education: the issues that divide. Journal of teacher education, 63(4), 237-244. doi : 10.1177/002248711244651210.1177/0022487112446512 Google Scholar Search this bibliographic reference on Google Scholar
- Cooper, P. et Jacobs, B. (2011). From inclusion to engagement : Helping students engage with schooling through policy and practice. Oxford, Royaume-Unis : Wiley-Blackwell.Google Scholar Search this bibliographic reference on Google Scholar
- de Rosa, A. S. (2013). Research fields in social representations: Snapshot views from a meta-theoretical analysis. Dans A. S. de Rosa (dir.), Social representations in the ‛social arena’ (p. 89-124). Londres, Royaume-Unis : Routledge.Google Scholar Search this bibliographic reference on Google Scholar
- Deppeler, J. (2010). Professional learning as collaborative inquiry: Working together for impact. Dans C. Forlin (dir.), Teacher education for inclusion: Changing paradigms and innovative approaches (p. 180-197). Londres, Royaume-Unis : Routledge.Google Scholar Search this bibliographic reference on Google Scholar
- Deschamps, J.-C. et Clémence, A. (2000). L’explication quotidienne : perspectives psychologiques. Rennes, France : Presses universitaires de Rennes.Google Scholar Search this bibliographic reference on Google Scholar
- Doise, W. (2002). Les représentations sociales : leçons du passé et défis d’aujourd’hui. Information sur les sciences sociales, 41(1), 101-110. doi : 10.1177/053901840204100100710.1177/0539018402041001007 Google Scholar Search this bibliographic reference on Google Scholar
- Donnelly, V. et Watkins, A. (2011). Teacher education for inclusion in Europe. Prospects, 41(3), 341-353. doi : 10.1007/s11125-011-9199-110.1007/s11125-011-9199-1 Google Scholar Search this bibliographic reference on Google Scholar
- Dupriez, V. et Cornet, J. (2006). Entre égalité et distinction : représentations et pratiques des enseignants de l’école primaire. Formation et pratiques d’enseignement en questions, 5, 101-113. Repéré à http://www.revuedeshep.ch/site-fpeq-n/Site_FPEQ/105_files/2006-2005-Dupriez.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Ebersold, S. (2009). Autour du mot « inclusion ». Recherche et formation, 61(2), 71-83. Repéré à http://ife.ens-lyon.fr/publications/edition-electronique/recherche-et-formation/RR061-05.pdf10.4000/rechercheformation.522 Google Scholar Search this bibliographic reference on Google Scholar
- Finfgeld, D. L. (2003). Metasynthesis: The state of art - so far. Qualitative health research, 13(7), 893-904. doi : 10.1177/104973230325346210.1177/1049732303253462 Google Scholar Search this bibliographic reference on Google Scholar
- Forlin, C. (2001). Inclusion : Identifying potential stressors for regular class teachers. Educational research, 43(3), 235-245. doi : 10.1080/0013188011008101710.1080/00131880110081017 Google Scholar Search this bibliographic reference on Google Scholar
- Forlin, C. (2010). Reframing teacher education for inclusion. Dans C. Forlin (dir.), Teacher education for inclusion: Changing paradigms and innovative approaches (p. 3-12). Londres, Royaume-Unis : Routledge.Google Scholar Search this bibliographic reference on Google Scholar
- Forlin, C. et Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of teacher education, 39(1), 17-32. doi : 10.1080/1359866X.2010.54085010.1080/1359866X.2010.540850 Google Scholar Search this bibliographic reference on Google Scholar
- Fortier, M.-P. (2015). Inclusion and behavioural difficulties in secondary schools : Representations and practices (Thèse de doctorat). Massey University, Palmerston North Manawatū, Nouvelle-Zélande. Récupéré de Massey Research Onlinehttp://hdl.handle.net/10179/6455Google Scholar Search this bibliographic reference on Google Scholar
- Garcia Cedillo, I. et Fletcher, T. (2010). Attending to diversity: A professional learning program in Mexico. Dans C. Forlin (dir.), Teacher education for inclusion: Changing paradigms and innovative approaches (p. 162-171). Londres, Royaume-Unis : Routledge.Google Scholar Search this bibliographic reference on Google Scholar
- Garner, P. (2009). Special educational needs: The key concepts. Londres, Royaume-Unis : Routledge.Google Scholar Search this bibliographic reference on Google Scholar
- Haberman, M. (2004). Can star teachers create learning communities? Educational leadership, 61(8), 52-56. Repéré à http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/Can-Star-Teachers-Create-Learning-Communities%C2%A2.aspxGoogle Scholar Search this bibliographic reference on Google Scholar
- Harma, K., Gombert, A., Roussey, J.-Y. et Arciszewski, T. (2011). Effet de la visibilité du handicap et de l’expérience d’intégration sur la représentation sociale du handicap chez de jeunes collégiens. Travail et formation en éducation 8. Repéré à http://tfe.revues.org.proxy.bibliotheques.uqam.ca:2048/1608Google Scholar Search this bibliographic reference on Google Scholar
- Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, New York : Guilford Publications.Google Scholar Search this bibliographic reference on Google Scholar
- Hensler, H. et Dezutter, O. (2008). La réflexion professionnelle, point de rencontre de savoirs multiples : à quelles conditions? Dans P. Perrenoud, M. Altet, C. Lessard et L. Paquay (dir.), Conflits de savoirs en formation des enseignants : entre savoirs issus de la recherche et savoirs issus de l’expérience (p. 107-124). Bruxelles, Belgique : De Boeck.Google Scholar Search this bibliographic reference on Google Scholar
- Jodelet, D. (2003). Représentations sociales de la maladie mentale et insertion des malades mentaux. Dans J.-C. Abric (dir.), Exclusion sociale, insertion et prévention (p. 97-113). Toulouse, France : Éditions ÉRÈS.10.3917/eres.abric.2003.02.0097 Google Scholar Search this bibliographic reference on Google Scholar
- Jodelet, D. (2011). Foreword. Dans M. Chaib, B. Danermark et S. Selander (dir.), Education, professionalization and social representations: On the transformation of social knowledge (p. xv-xxii). Londres, Royaume-Unis : Routledge.Google Scholar Search this bibliographic reference on Google Scholar
- Jordan, A. et Stanovich, P. (2003). Teachers’ personal epistemological beliefs about students with disabilities as indicators of effective teaching practices. Journal of research in special educational needs, 3(1), 1-14. doi: 10.1111/j.1471-3802.2003.00184.x10.1111/j.1471-3802.2003.00184.x Google Scholar Search this bibliographic reference on Google Scholar
- Kaufmann, J.-C. (2007). L’entretien compréhensif (2e édition). Paris, France : Armand Colin.Google Scholar Search this bibliographic reference on Google Scholar
- Lambe, J. et Bones, R. (2007). The effect of school-based practice on student teachers’ attitudes towards inclusive education in Northern Ireland. Journal of education for teaching, 33(1), 99-113. doi: 10.1080/0260747060109836910.1080/02607470601098369 Google Scholar Search this bibliographic reference on Google Scholar
- Lavoie, G. et Thomazet, S. (2013). Du langage ségrégatif du déficit à la notion de besoins éducatifs particuliers : exploration des pratiques langagières des étudiants en enseignement. Communication présentée à Symposium ‟école inclusiveˮ du Réseau éducation et formation, Genève, Suisse.Google Scholar Search this bibliographic reference on Google Scholar
- Lavoie, G., Thomazet, S., Feuilladieu, S., Pelgrims, G. et Ebersold, S. (2013). Construction sociale de la désignation des élèves à « besoins éducatifs particuliers » : incidences sur leur scolarisation et sur la formation des enseignants. ALTER, Revue européenne de recherche sur le handicap, 7, 93-101. doi : 10.1016/j.alter.2013.01.001 10.1016/j.alter.2013.01.001 Google Scholar Search this bibliographic reference on Google Scholar
- Lawson, H., Norwich, B. et Nash, T. (2013). What trainees in England learn about teaching pupils with special educational needs/disabilities in their school-based work: The contribution of planned activities in one-year initial training courses. European journal of special needs education, 28(2), 136-155. doi: 10.1080/08856257.2013.77811510.1080/08856257.2013.778115 Google Scholar Search this bibliographic reference on Google Scholar
- Legardez, A. et Simonneaux, L. (2011). Développement durable et autres questions d’actualités : questions socialement vives dans l’enseignement et la formation. Dijon, France : Educagri.Google Scholar Search this bibliographic reference on Google Scholar
- Legendre, R. (2005). Dictionnaire actuel de l’éducation (3e édition). Montréal, Québec : Guérin éditeur.Google Scholar Search this bibliographic reference on Google Scholar
- LePage, P., Nielsen, S. et Fearn, E. J. (2008). Charting the dispositional knowledge of beginning teachers in special education. Teacher education and special education, 31(2), 77-92. doi: 10.1177/08884064080310020210.1177/088840640803100202 Google Scholar Search this bibliographic reference on Google Scholar
- Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British journal of educational psychology, 77(1), 1-24. doi : 10.1348/000709906X15688110.1348/000709906X156881 Google Scholar Search this bibliographic reference on Google Scholar
- Luckerhoff, J. et Guillemette, F. (2012). Méthodologie de la théorisation enracinée. Fondements, procédures et usages. Québec, Québec : Presses de l’Université du Québec.Google Scholar Search this bibliographic reference on Google Scholar
- McIntyre, D. (2009). The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward. Teaching and teacher education, 25(4), 602-608. doi: 10.1016/j.tate.2009.02.00810.1016/j.tate.2009.02.008 Google Scholar Search this bibliographic reference on Google Scholar
- Miles, M. et Huberman, M. (2003). Analyse des données qualitatives (2nd édition). Bruxelles, Belgique : De Boeck Université.Google Scholar Search this bibliographic reference on Google Scholar
- Ministry of Education. (1996). Special education 2000. Wellington, Nouvelle-Zélande : Auteur.Google Scholar Search this bibliographic reference on Google Scholar
- Mitchell, J. et Mitchell, D. (1987). Integration/Mainstreaming. Dans D. Mitchell et N. Singh (dir.), Exceptional children in New Zealand (p. 107-117). Palmerston North, Nouvelle-Zélande : Dunmore Press.Google Scholar Search this bibliographic reference on Google Scholar
- Moran, A. (2007). Embracing inclusive teacher education. European journal of teacher education, 30(2), 119-134. doi: 10.1080/0261976070127557810.1080/02619760701275578 Google Scholar Search this bibliographic reference on Google Scholar
- Moscovici, S. (1976). La psychanalyse, son image et son public (2e édition). Paris, France : Presses universitaires de France.Google Scholar Search this bibliographic reference on Google Scholar
- Noël, I. (2014). Jeunes enseignants en transition entre formation et emploi : le défi de l’accueil d’élèves présentant des besoins éducatifs particuliers : du sens à la mise en actes (Thèse de doctorat). Université de Fribourg, Suisse. Récupéré de Réro dochttps://doc.rero.ch/record/232700?ln=frGoogle Scholar Search this bibliographic reference on Google Scholar
- O’Neill, J., Bourke, R. et Kearney, A. (2009). Discourses of inclusion in initial teacher education: Unravelling a New Zealand ‘number eight wire’ knot. Teaching and teacher education, 25, 588-593. doi : 10.1016/j.tate.2009.02.00210.1016/j.tate.2009.02.002 Google Scholar Search this bibliographic reference on Google Scholar
- Organisation mondiale de la santé. (2007). CIF-EA. Classification internationale du fonctionnement, du handicap et de la santé. Version pour enfants et adolescents. Genève, Suisse : Auteur.Google Scholar Search this bibliographic reference on Google Scholar
- Paillé, P. et Muchielli, A. (2003). L’analyse qualitative en sciences humaines et sociales. Paris, France : Armand Colin.Google Scholar Search this bibliographic reference on Google Scholar
- Pearson, S. (2009). Using activity theory to understand prospective teachers’ attitudes to and construction of special educational needs and/or disabilities. Teaching and teacher education, 25(4), 559-568. doi: 10.1016/j.tate.2009.02.01110.1016/j.tate.2009.02.011 Google Scholar Search this bibliographic reference on Google Scholar
- Pickering, W. S. F. (2000). Representations as understood by Durkheim: An introductory sketch. Dans W. S. F. Pickering (dir.), Durkheim and representations (p. 11-23). Londres, Royaume-Unis : Routledge.Google Scholar Search this bibliographic reference on Google Scholar
- Presseau, A. (2003). Présentation d’un dispositif de formation continue pour des enseignants visant la transformation de représentations et de pratiques pédagogiques. Res Academica, 21(2), 273-292.Google Scholar Search this bibliographic reference on Google Scholar
- Prochnow, J. E. (2006). Barriers toward including students with difficult behaviour in regular classrooms. New Zealand journal of educational studies, 41(2), 329-347.Google Scholar Search this bibliographic reference on Google Scholar
- Ramel, S. (2015). Intervention de la pensée représentative de futurs enseignant·e·s dans leurs prises de position envers l’intégration scolaire (Thèse de doctorat). Université de Lausanne, Suisse. Récupéré de HEP Vaudhttp://hdl.handle.net/20.500.12162/1233Google Scholar Search this bibliographic reference on Google Scholar
- Rouse, M. (2010). Reforming initial teacher education: a necessary but not sufficient condition for developing inclusive practice. Dans C. Forlin (dir.), Teacher education for inclusion: Changing paradigms and innovative approaches (p. 47-55). Londres, Royaume-Unis : Routledge.Google Scholar Search this bibliographic reference on Google Scholar
- Rouse, M. et Florian, L. (1996). Effective inclusive schools : A study in two countries. Cambridge journal of education, 26(1), 71-85. doi : 10.1080/030576496026010610.1080/0305764960260106 Google Scholar Search this bibliographic reference on Google Scholar
- Rousseau, N., Point, M., Desmarais, K. et Vienneau, R. (2017). Conditions favorables et défavorables au développement de pratiques inclusives en enseignement secondaire : les conclusions d’une métasynthèse. Revue canadienne de l’éducation, 40(2), 1-29. Repéré à https://cje-rce.ca/wp-content/uploads/sites/2/2017/07/French-Regular-2373-Rosseau.Final_.June_.21.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Sapon-Shevin, M. (2007). Widening the circle: The power of inclusive classrooms. Boston, Massachussets: Beacon Press.Google Scholar Search this bibliographic reference on Google Scholar
- Slee, R. (2001). Social justice and the changing directions in educational research: The case of inclusive education. International journal of inclusive education, 5(2), 167-177. doi : 10.1080/1360311001003583210.1080/13603110010035832 Google Scholar Search this bibliographic reference on Google Scholar
- Stake, R. E. (2000). Case studies. Dans N. K. Denzin et Y. S. Lincoln (dir.), Handbook of qualitative research (2nd edition, p. 435-454). Thousand Oaks, California : SAGE publications.Google Scholar Search this bibliographic reference on Google Scholar
- Stanovich, P. et Jordan, A. (1998). Canadian teachers’ and principals’ beliefs about inclusive education as perdictors of effective teaching in heterogeneous classrooms. Elementary school journal, 98(3), 221-238. doi : 10.1086/46189210.1086/461892 Google Scholar Search this bibliographic reference on Google Scholar
- Stockdale, J. (1995). The self and media messages: match or mismatch. Dans I. Markova et R. Farr (dir.), Representations of health, illness and handicap (p. 31-48). Londres, Royaume-Unis : Harwood.Google Scholar Search this bibliographic reference on Google Scholar
- Strogilos, V. et Tragoulia, E. (2013). Inclusive and collaborative practices in co-taught classrooms: Roles and responsabilities for teachers and parents. Teaching and teacher education, 35, 81-91. doi: 10.1016/j.tate.2013.06.00110.1016/j.tate.2013.06.001 Google Scholar Search this bibliographic reference on Google Scholar
- Subban, P. et Sharma, U. (2005). Understanding educator attitudes toward the implementation of inclusive education. Disability studies quarterly, 25(2), Repéré à http://dsq-sds.org/article/view/545/722Google Scholar Search this bibliographic reference on Google Scholar
- Thomas, G. (1997). Inclusive schools for an inclusive society. British journal of special education, 24(3), 103-107. doi : 10.1111/1467-8527.0002410.1111/1467-8527.00024 Google Scholar Search this bibliographic reference on Google Scholar
- Thomazet, S. (2008). L’intégration a des limites, pas l’école inclusive! Revue des sciences de l’éducation, 34(1), 123-139. doi : 10.7202/018993ar10.7202/018993ar
Google Scholar
Search this bibliographic reference on Google Scholar
- Timperley, H., Wilson, A., Barrar, H. et Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, Nouvelle-Zélande : Ministry of Education. Repéré à https://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPLandDBESentireWeb.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A. et Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the education of gifted, 27(2/3), 119-145. doi : 10.1177/01623532030270020310.1177/016235320302700203 Google Scholar Search this bibliographic reference on Google Scholar
- Winter, E. et O’Raw, P. (2010). Literature review of the principles and practices relating to inclusive education for children with special educational needs. Trim, Irlande : National council for special education. Repéré à http://ncse.ie/wp-content/uploads/2014/10/NCSE_Inclusion.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Wittorski, R. (2008). La notion d’identité collective. Dans M. Kaddouri, C. Lespessailles, M. Maillebouis et M. Vasconcellos (dir.), La question identitaire dans le travail et la formation : contributions de la recherche, état des pratiques et étude bibliographique (p. 195-213). Paris, France : L’Harmattan.Google Scholar Search this bibliographic reference on Google Scholar