ror.org/002rjbv21
Abstracts
Résumé
Notre travail part du constat d’un manque de clarté dans la définition de l’école inclusive et, plus précisément, d’une de ses composantes importantes, « l’agir ensemble ». Une recension de la littérature scientifique récente, francophone et anglophone, permet d’analyser l’usage qui en est fait. Cette recension réalisée à partir de textes scientifiques issus de bases de données reconnues (ERIC, Medline, PsycINFO et SocINDEX, CAIRN) a permis d’identifier 26 textes qui abordent « l’agir ensemble » et l’école inclusive. L’analyse de ces derniers confirme qu’ils ne sont que très rarement traités en parallèle et que les travaux récents continuent à les faire cohabiter, le plus souvent sans les définir, alors même qu’ils relèvent de paradigmes différents.
Mots-clés :
- école inclusive,
- partenariat,
- élèves à besoins éducatifs particuliers,
- recension,
- collaboration/coopération
Abstract
The starting point of our work is a lack of clarity in defining what is an inclusive school and, more specifically, in one of its important components, ‟acting together”. A review of recent scientific literature, French and English, allows an analysis of these concepts and of the various uses made of them. The review based on scientific essays from renowned databases (ERIC, Medline, PsycINFO et SocINDEX, CAIRN) showed 26 texts that mentioned “acting together” and inclusive schools. The analysis confirms that the two notions are rarely used separately and that recent studies uses them together without clear definitions, even though they belong to different paradigms.
Keywords:
- inclusive school,
- partnership,
- pupils with special educational needs,
- review,
- collaboration,
- cooperation
Resumen
Nuestro trabajo parte de la constatación de una falta de claridad en la definición de lo que es una escuela inclusiva y, más precisamente, de una de sus componentes importantes: ‟actuar juntos”. Se realizó una recensión de la literatura científica reciente, anglófona y francófona, que permitió analizar el uso que se hace de este término. Esta recensión realizada a partir de textos científicos localizados en bases de datos reconocidas (ERIC, Medline, PsycINFO y SocINDEX, CAIRN) permitió identificar 26 textos que abordan el tema ‟actuar juntos” y la escuela inclusiva. El análisis de estos textos confirma que ambos son muy raramente tratados en paralelo y que los trabajos recientes continúan haciéndolos cohabitar, lo más frecuentemente sin definirlos, aun cuando se sitúan en paradigmas diferentes.
Palabras clave:
- escuela inclusiva,
- alianza,
- alumnos con necesidades especiales,
- recensión,
- colaboración,
- cooperación
Appendices
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