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Dix ans de droit à la scolarisation en France, quels changements ? Point de vue des enseignants référents

Abstract : In France, the “right to schooling” for disabled children and teenagers is a central concept of the law of 11th February 2005. The prospects opened by this law call for the development of new collective adjustments between the sectors of national education, sociomedical and health. In these changing circumstances, the legislator specified the new position of “teacher-referent”, who would be in charge of coordinating the schooling of disabled students. The opinion of these new professionals and their pivotal role is an indicator of the progress so far. This article analyses the views held by the teacher-referents on the changing framework of schooling over the last 10 years. It is a question of understanding the relationship between the general legislative principles which commit France to an inclusive education and these applications in practice. In order to demonstrate our point, we are relying on responses given to a questionnaire sent to all the representatives of this new profession in 2012–2013. These answers are illustrated by semi-directive interviews conducted with around 20 teacher-referents.
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https://hal-normandie-univ.archives-ouvertes.fr/hal-02169795
Contributor : Matthieu Laville <>
Submitted on : Monday, July 1, 2019 - 3:02:32 PM
Last modification on : Tuesday, November 19, 2019 - 1:36:34 AM

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Matthieu Laville. Dix ans de droit à la scolarisation en France, quels changements ? Point de vue des enseignants référents. Alter: European Journal of Disability Research / Revue européenne de recherche sur le handicap, Elsevier Masson, 2016, 10 (4), pp.327-344. ⟨10.1016/j.alter.2016.08.001⟩. ⟨hal-02169795⟩

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