Visible et invisible. De l’inclusion scolaire à la reconnaissance (notice n° 766382)
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| fixed length control field | 02993cam a2200301 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123104215.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Serir, Zakaria |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Visible et invisible. De l’inclusion scolaire à la reconnaissance |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2023.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 9 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Certains dispositifs inclusifs (EASNIE, 2016 ; Gillig, 2016) visent à mettre en place des mesures de compensation pour les élèves en situation de handicap et ceci afin de leur permettre de participer pleinement à l’éducation (Meier-Popa et Ayer, 2020). Cependant, derrière cette démarche, il se pose la question de la reconnaissance de l’enfant, c’est-à-dire reconnaitre sa différence qui fait partie intégrante de son identité plurielle (Sen, 2006) et de sa singularité. La réflexion sur l’inclusion scolaire soulève dès lors des questions philosophiques et morales. Il est essentiel pour les auteurs de remettre en question de manière critique les conséquences d’une visibilisation induite par un enseignement non séparatiste. L’inclusion scolaire suppose-t-elle que les enfants ayant des besoins éducatifs particuliers soient visibles et qu’ils existent sur le chemin de leur reconnaissance potentielle ? Ou l’enseignement non séparatiste ne se réduit-il pas au déplacement physique d’enfants toujours invisibles et donc non reconnus vers un lieu et un espace considérés comme ordinaires ? |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Some inclusive approaches (EASNIE, 2016; Gillig, 2016) aim to implement compensatory measures for students with disabilities in order to enable their full participation in education (Meier-Popa and Ayer, 2020). However, behind this approach, the question of recognizing the child arises, that is, recognizing their difference which is an integral part of their plural identity (Sen, 2006) and uniqueness. Reflection on inclusive education thus raises philosophical and moral questions. It is essential for the authors to critically question the consequences of the visibility induced by non-separatist education. Does inclusive education imply that children with specific educational needs should be visible and exist on the path to their potential recognition? Or does non-separatist education simply involve physically displacing still invisible and therefore unrecognized children to a place and space considered ordinary? |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Norme scolaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Reconnaissance |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Altérité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Compensation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | École inclusive |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | School norm |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Otherness |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Recognition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Compensation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Inclusive schooling |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Gremion, François |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue - Éducation et société inclusives | 97 | 3 | 2023-12-07 | p. 223-236 | 2609-5211 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2023-3-page-223?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2023-3-page-223?lang=fr&redirect-ssocas=7080</a> |
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