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Ecole et enseignement spécialisé : de la séparation à la reconnaissance

Abstract : Since its creation in 1909, special education has evolved between a strict respect of collective rules and adjustment to specific cases. Even if special education has no legal existence, it sets against the mainstream school system: it deals with all the organizations and tools used by specialist teachers. Originally, special education was built on a social and medical relation that generated its own development out of the school system. Consequently, misfit children got considered in a social medical framework. During the 60s and 70s, special education and school system got closer thanks to sociological thinking, changes in teaching and institutions. At this same period, politics in favor of integration and insertion developed: they dealt with students' failure, social relegation and disability. Disabled people associations promoted these politics that got support from the international thinking and European standards. Nowadays, acknowledgement of the students' specific education needs helps build an inclusive society. This evolution from a field apart from school, field based on scientific observation, towards an individual acknowledgement of each student raises challenges about the objectives of education. Considering the double objective of education that praises the involvement of each individual in the name of a common cultural sharing and promotion of merit to relevant professional students' course choices, it is worth investigating the reasons of this acknowledgement and its implementation.
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Submitted on : Tuesday, April 23, 2019 - 4:51:16 PM
Last modification on : Friday, October 9, 2020 - 3:09:08 PM


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  • HAL Id : tel-02106602, version 2



Jean-Noël Delaporte. Ecole et enseignement spécialisé : de la séparation à la reconnaissance. Education. Université Paris sciences et lettres, 2017. Français. ⟨NNT : 2017PSLEP026⟩. ⟨tel-02106602v2⟩



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