Inclusive education of allophone learners or those from migrant backgrounds: The difficulty of training future teachers in professional judgment
Type de matériel :
TexteLangue : français Détails de publication : 2020.
Sujet(s) : Ressources en ligne : Abrégé : Since the Salamanca Declaration of 1994, inclusive education has been adopted as a new paradigm regarding educational policies and teaching practices to accommodate and integrate diversity among pupils at school. Teacher training is a key part of this new political vision, which seeks to develop the necessary skills to foster learning and social interaction among all pupils in regular classrooms. This article examines trainee teachers perceptions and comments about inclusive teaching practices for allophone/migrant pupils. It shows the discriminatory processes teachers use when categorising special educational needs for this target group.
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Since the Salamanca Declaration of 1994, inclusive education has been adopted as a new paradigm regarding educational policies and teaching practices to accommodate and integrate diversity among pupils at school. Teacher training is a key part of this new political vision, which seeks to develop the necessary skills to foster learning and social interaction among all pupils in regular classrooms. This article examines trainee teachers perceptions and comments about inclusive teaching practices for allophone/migrant pupils. It shows the discriminatory processes teachers use when categorising special educational needs for this target group.
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