The contribution of socio-history towards the understanding of the treatment of learning difficulties and of disabled pupils within French school system (1904-2013)
- Authors
- Publication Date
- Feb 25, 2020
- Source
- Kaleidoscope Open Archive
- Keywords
- Language
- English
- License
- Unknown
- External links
Abstract
The idea that there exists a link between the discussions on the educational future for disabled children within the bourgeois commission of 1904 and the adoption of inclusive education as a guiding principle for the public education service in 2013, may seem incongruous. Indeed, what common point remains between the dual school system of the early twentieth and of that of 2013, massified and formally unified until the end of secondary schools? Is there still a connection between the ways of assessing abnormality and that of the special educational needs of the pupils? If so, do they have any other interest than documentary's? In other words, can their analysis enrich our understanding of the current situation of treating pupil's academic difficulties and the situation of those recognized as being handicapped? We wish in this case to document answers to the first two questions in order to indicate lines of thought to answer the third.
