Intégration ou inclusion ? L'évolution de l'éducation spéciale en Angleterre

Abstract

In England, changes which are currently taking place, or being proposed, in relation to increasing "inclusion" in education, are linkeato a wider set of government policies relating to citizenship, employment, the strengthening of local communities and social inclusion. The principles of inclusive education involve a complete transformation of school cultures so that all students are welcomed regardless of difference. This version of "inclusion" conflicts with market-ariven principles of selection and competition which increasingly characterize the education system in England. Against this background, a case study of Freelands Special School and the processes and procedures surrounding its proposed closure, is used to illustrate current policy struggles surrounding education and the future role of special schools. The study highslights some of the major difficulties and contradictions involved in attempting the end practices of the educational exclusion of disabled children and young people.