Title: L'éducation inclusive en France et dans le monde Hors série n°5 de La nouvelle revue de l'adaptation et de la scolarisation
Type of the resource: Book/Booklet
Funded by: INS HEA
Authors: Éric Plaisance, Hervé Benoit
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Secondary education
Language(s): French
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
To contribute to the discussion on inclusion and inclusive education, we thought it best not to stick to the French situation, especially since these terms are still far from common culture in our country. We thought that it was essential to look at the experience of foreign countries, in Europe and beyond, and to solicit contributions from authors who were not content with accumulating declarations of principle.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
From ongoing debates based on various data from these countries (history of specialized education, recent changes in legislation and official texts, research, analysis of professional practices, debates, statistical data, etc.)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
It was, of course, impossible to pretend to be a kind of international overview of these discussions and to reiterate what it is, by UNESCO or OECD, on the global plan by the European Agency for the Education of People with Special Needs in Europe. Their choices are still partly arbitrary, because they are dependent on the availability of this author, also dependent on usable empirical data.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
User needs to pay to have access to it.
Attachment:
URL: http://www.inshea.fr/fr/content/l%C3%A9ducation-inclusive-en-france-et-dans-le-monde
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