Publications scientifiques d'INSEI
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Les enjeux de l’auto-évaluation de la qualité des dispositifs éducatifs
No full textInternational audienc
The inclusion and education of pupils with PIMD: What contributions from special institutions?
No full textInternational audienceChildren with profound intellectual and multiple disabilities (PIMD) are generally considered to have the highest and most complex support needs. Their education is often provided in 'special' classes or schools, but many still do not have such opportunity (Lyons & Arthur-Kelly, 2014). In France, the drive for inclusion has led to new coalitions between institutions administered by the separate Ministries of Education and Social Affairs. A paradigm shift is occurring, with staff from specialised institutions being deployed within mainstream schools to support the education of pupils with PIMD in special classrooms. The implementation of these arrangements requires close coordination between professionals from distinct communities of practice. To better understand this phenomenon, a focus group study was conducted in a specialised institution. Nine professionals working with children with PIMD (i.e., educators, carers, social and educational workers, and a service manager) participated in a semi-structured group interview. Data were collected on the representations of work (e.g., type of activities, duties, norms or values) and on educational practices (e.g., strategies, methods, attitudes or gestures). This interview was audio and video recorded for verbatim accuracy, and a thematic analysis was conducted on the transcripts. Results highlight a representation of the activity as being based on care and education for autonomy and necessarily reflexive, whereas the educational practices are anchored on both high-quality relationships and a deep understanding of the children's needs. Through an overview of their practices, this preliminary study illustrates some of the possible contributions of professionals from specialised institutions to inclusive education
Sports collectifs, handicap et inclusion
No full textInternational audienceDans quelle mesure des personnes avec une incapacité, due par exemple à une déficience motrice, sensorielle, intellectuelle, ou à un trouble significatif et durable, peuvent-elles participer avec profit à des sports collectifs avec des partenaires et adversaires dont le niveau de jeu leur est très supérieur ? En d’autres termes, quelles sont les conditions de cette participation ? Une conception interactive du handicap est notamment mise en avant, qui bouscule la vision simpliste, médicale et catégorielle que l’on peut en avoir, et qui invite à mobiliser des modalités d’enseignement qui conjuguent la prise en compte des singularités et l’attention à construire du commun. Puis sont décrites des stratégies qui visent à organiser des rencontres sportives plus équitables, notamment la catégorisation des joueurs et des règles et la personnalisation flexible des règles. Il est ensuite souligné que l’ouverture à la complexité du réel, caractérisée par la pluralité et la dynamique des éléments étroitement associés qu’il contient, irrigue la réflexion sur l’inclusion en sport collectif des personnes en situation de handicap. Faisant écho aux concepts de reliance et de dialogique promus par Edgar Morin, elle conduit à dépasser les dimensions épistémologique et pédagogique à partir d’un point de vue anthropologique et éthique
L’inclusion dans les politiques des publics du patrimoine : pour une analyse dialectique. Entretien avec Daniel Jacobi
No full textInternational audienceDepuis son doctorat d’État soutenu en 1984 sur le thème de la diffusion et la vulgarisation des connaissances scientifiques, Daniel Jacobi a multiplié les recherches sur les publics des expositions et des institutions patrimoniales. Il a, entre autres, contribué à la théorisation des médiations muséales et à la formation de plusieurs générations de chercheurs en muséologie. Il a ainsi, proposé un répertoire des différentes catégories de médiation, conduit de nombreuses recherches sur les textes affichés dans les expositions et interrogé l’éducation non formelle, c’est-à-dire l’apprentissage des savoirs et de la culture en dehors de l’école.Dans la perspective d’éclairer cette publication sur la place de l’inclusion dans les politiques des publics, Muriel Molinier a demandé à Daniel Jacobi de répondre à ses questions
Ce que la recrudescence des injonctions éthiques fait aux résultats de la recherche en éducation.
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Sign Language for All in Museum?: Think Universal Mediation for Deaf but also Hearing Publics
No full textInternational audienceAll over the world, deaf people claim their own culture and identity through their language: the sign language. According to the 2006 “United Nations Convention on the Rights of Persons with Disabilities” (UNCRPD) and the article 21 about “Freedom of expression and opinion, and access to information”, member states need to recognize and promote the use of sign languages.Currently in museums, mediation adapted to deaf public is generally sign guided tours (by deaf guide or hearing guide with interpreter) or sign videos. But visits are rare, separate, on reservation, videos do not concern every exhibit. How to improve this mediation offer and make sign language more visible? Can we increase deaf people engagement to think about inclusion in museums?We conducted a two-year public study among the deaf public of Toulouse, France. The city is considered as the capital of deaf people and the heart of Sign Language activism. But paradoxically in the city’s museums, accessibility is not more developed than elsewhere. We present the method developed, the pitfalls and the results.Beyond, transforming museums for inclusion, seems to us, requires bringing together the hearing and deaf public in the same mediation offer. We describe our pathway of universal mediation based on understanding and learning means of communication from our fellow citizens (currently perceived as impaired). Firstly, a written mediation including sign language in each museum label. Secondly, sign guided tours by language levels combining cultural mediation and sign language learning. We believe museum could become this communication space