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Parcours scolaire des élèves en situation de handicap : égalité des droits et des chances vs cumul d’inégalités

Abstract : Ten years after the promulgation in France of the Law of 11 February 2005 on the Equality of Rights and Opportunities, Participation and Citizenship of People with Disabilities, further developments have become apparent. In the field of education, the number of students enrolled in the mainstream school system has increased notably. The objective of an inclusive school that enables everyone, despite their specific needs, to benefit from non-restrictive schooling and families to exercise their right to social participation is clear. Beyond the quantitative data, schooling is examined through the families' experiences. The resources that are available to families to encourage their active participation may appear to be fundamental; however, not all families are 'equal' in their capacity to participate fully. Families that are less 'equipped' are relegated to a marginal position, neither excluded nor fully participating, they are subject to instructions and regulations. Which brings us to ask- what is the real "handicap": the student's recognized disability, the resources available to the family, the institution, or a combination of several factors?
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Marlène Montagne. Parcours scolaire des élèves en situation de handicap : égalité des droits et des chances vs cumul d’inégalités. Archipélies, Université des Antilles CRILLASH, 2018, Discriminations multiples et croisées. ⟨hal-02045272⟩



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