Construire une école plus inclusive
Since the 2000s, Switzerland has established a pro-inclusion movement to enable students with severe physical disabilities to attend mainstream classes. This article draws on the results of an ethnographic study on the biographical trajectories of unihockey players in electric wheelchairs in Switzer...
Enregistré dans:
| Auteurs principaux: | , , |
|---|---|
| Format: | Article ou chapitre numérique |
| Langue: | Français |
| Publié: |
2025
|
| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Résumé: | Since the 2000s, Switzerland has established a pro-inclusion movement to enable students with severe physical disabilities to attend mainstream classes. This article draws on the results of an ethnographic study on the biographical trajectories of unihockey players in electric wheelchairs in Switzerland. It demonstrates that during the course of participants’ schooling, the bodies responsible for the inclusion of disabled students replicate the social insurance categories “eligible for inclusion” and “not eligible for inclusion” in schools. When an inclusive school is no longer able to cater to the needs of students with severe physical disabilities, these students undergo an institutionalised transition to separate special schools. We present the process involved in this transition, which is almost always permanent. We then describe participants’ paradoxical experiences, at both inclusive and special schools. The discourses show an inevitable impact on participants’ schooling, restricting their life choices and particularly their (in)activity in the mainstream job market. |
|---|