Expériences de scolarisation de jeunes adultes en situation de handicap : qu’en disent ces premier.e.s expert.e.s ?
The french law of 11 February 2005 and the Convention on the Rights of People with Disabilities (UN, 2006) promote inclusive schooling for all children and teenagers with disabilities. Although statistics show an increasing number of children with disabilities attending schools in France, other stud...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Presses universitaires de la Méditerranée
2022-09-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/20539 |
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| Summary: | The french law of 11 February 2005 and the Convention on the Rights of People with Disabilities (UN, 2006) promote inclusive schooling for all children and teenagers with disabilities. Although statistics show an increasing number of children with disabilities attending schools in France, other studies demonstrate persistent difficulties. Based on the biographical accounts of four young people with disabilities regarding their educational and professional integration pathways, the article highlights the stages of these pathways, the resources and barriers commonly mentioned, as well as a key element for each pathway that serves as a common thread in the narrative. Although the voice of experts from the inside is rarely taken into account in research on schooling of children with disabilities, their contribution is essential to understand and act in favour of a more inclusive society. |
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| ISSN: | 2271-6092 |