Yes

A case study approach was used to investigate how principals manage inclusive schools and how teachers and principals perceive inclusion. The study was conducted in two elementary schools known for successful inclusion practice. A total of five special education teachers, five regular education teachers and the two principals of the schools formally participated in the data gathering for the study while numerous other school personnel informally participated. Qualitative research methodologies (Patton, 1990; Miles & Huberman, 1994) were employed to determine the principals’ role in supporting inclusion practices. Data were gathered by interviewing teachers and principals, observing the school environment and reviewing inclusion related school documentation. This study demonstrated that principals have a pervasive effect on inclusion environments and program delivery. Several themes emerged which correlate with related literature on effective practices for principals. First, communication was identified as an essential tool for principals to practice. Through good communication, decisions can be made and problems solved that relate to inclusion. Effective communication practices also provide outlets for expressions of feelings about inclusion. The second theme, principal support, was identified as necessary to the practice of inclusion. Support was defined as providing materials and equipment, hiring additional personnel, training, solving problems, and providing emotional support to teachers. The third theme involved creating an atmosphere of caring throughout the schools. Caring focused on valuing students and promoting acceptance of diversity among the schools’ student population. How principals manage a school in the context of inclusion was the central question of this study, therefore, the thoughts, beliefs, and feelings of the teachers and principals about the practice of inclusion were essential to uncover. Participants identified hard work as a necessary part of inclusion practice. Hard work was defined as working longer hours, collaborating with other teachers, problem solving, defining roles and making decisions. In this regard, teachers believed that the appropriate scheduling of students into certain teachers’ classrooms was important to student success and teachers’ satisfaction, and they spent many hours solving scheduling issues. High expectations also emerged as a common central theme in both schools. Expectations that appeared most clearly were teachers expecting other teachers to share in certain responsibilities, teachers and principals holding all students to similar standards, and teachers and principals expecting certain kinds of supports and duties of one another. In this regard, positive relationships were viewed as critical to program success, and both teacher and principals worked hard to maintain this at all times. The two cases reported here provide a window into how inclusion can be made to work. The stories told here support existing knowledge about leadership, and show explicitly that each setting for inclusion must be actively created by the key participants. / Ed. D.

The expansion of workplace demographics in response to globalization and intersectionality has resulted in the workplace becoming increasingly diverse. Research indicates that there are both positive and negative consequences for having diverse workplaces, and the positively inclined studies emphasize how workplace diversity can provide a strategic advantage to organizations when managed effectively. Thus, scholars and organizational decision-makers have diverted their efforts towards understanding leadership and the ways that leaders manage diversity and inclusion to facilitate a climate for inclusion in the workplace. The present study aimed to identify the differences in expectations and perceptions of workplace fairness, effective leadership, and the management of diversity and inclusion between different sociocultural groups to see if they led to the applicability of various leadership behaviors in diversity-related situations. Using a multi-method design, this research assessed the perceptions and expectations of leadership and the management of diversity and inclusion in the workplace. Study One utilized an online survey design to measure the extent to which a leader was expected to be culturally responsive, a manager of diversity and inclusion, and effective. Study Two utilized a quasi-experimental design that exposed participants to DEI-related leadership scenarios where they assessed the leader’s behavior. Both studies collected the sociodemographic information of the participants. Results for Study One (N = 290) suggested that sociodemographic differences play a role in expectations of effectiveness and social justice and equity for managers, leadership effectiveness expectations for managers increase as social justice and equity expectations for managers increase, and culturally responsive leadership expectations for managers play a role in the extent that employees expect leaders to manage diversity and inclusion. Study Two (N = 448) results determined that cultural humility positively influences the relationship between leadership styles (i.e., transformational leadership, Daoist leadership, transactional leadership, and Machiavellian leadership) and the perception of leadership effectiveness. Machiavellian leadership was perceived as less socially just, culturally humble, and effective than the other leadership styles (i.e., transactional leadership, transformational leadership, and Daoist leadership); sociodemographic information was found to be mostly related to perceived leadership effectiveness; and perceived cultural humility and social justice are positively associated with leadership effectiveness. Ultimately, this study revealed the empirical significance of culturally responsive leadership behaviors in the workplace, provided evidence to show the distinct contributions of positive leadership in DEI-related situations, and emphasized the importance of considering the expectations and the demographic distribution of employees when leading to ensure organizational compliance among followers.

Cette thèse aborde les représentations sociales du handicap et surtout de l’inclusion scolaire des enfants et adolescents en situation de handicap chez les enseignants. En effet, c’est à partir des représentations sociales et des pratiques qu’elles génèrent que l’inclusion scolaire est analysée. Mieux, l’analyse de l’inclusion scolaire est réalisée à travers le discours et les pratiques des enseignants. La recherche est menée au sein de douze écoles dont dix situées à Rome et deux à Cagliari dans la région de Sardaigne. Toutes ces écoles accueillent des élèves en situation de handicap et cherchent au mieux à respecter la singularité irréductible de chaque élève. Le recours à une triangulation des techniques de collecte des données (questionnaire, guide d’entretien, focus groupe et observation directe) a permis de saisir l’influence des représentations sociales sur les pratiques éducatives et les comportements individuels et collectives dans le sens de l’inclusion scolaire. L’investigation empirique réalisée établit une corrélation entre l’univers de la pensée (représentations sociales) et l’univers de l’action (pratiques éducatives). La perception que les enseignants se font du handicap et de l’inclusion scolaire a favorisé la mise en œuvre concrète de pratiques pédagogiques prenant en compte les besoins éducatifs spécifiques des élèves en situation de handicap. L’accueil et la prise en compte du handicap à l’école résultent d’une mutation tant dans le domaine des idées que celui de l’organisation et de la pratique pédagogique. Outre l’étude de l’inclusion scolaire à travers le dire et le faire des enseignants, nous avons aussi cherché à comprendre les rapports existants entre les acteurs impliqués dans la réalisation du projet d’inclusion. L’examen discursif et les observations de terrain révèlent que la collaboration entre enseignants, voire entre intervenants en inclusion reste encore un chantier de travail. En dépit des contradictions et des ambivalences observables, l’inclusion est considérée comme une plus-value pour tous et les enseignants interrogés sont bien acquis à sa cause. / This thesis deals with social representations of disability and mainly with school inclusion of children and teenagers living with disabilities in teachers’ practices. In fact, it is important to notice that this school inclusion is analysed from the social representations and the practices they bring about. Better, the analysis of school inclusion is made via the discourse and practices of teachers.The survey is conducted in twelve schools, ten of them located in Rome and the two others in Cagliari in the region of Sardinia. All these schools host students living with handicap and they seek to do their best to observe every student’s irreducible singularity. A resort to a triangulation of the techniques of data collection(questionnaire, interview guide, group focus and direct observation ) has been of great importance to us in grasping the true influence of social representations about the educational practices and the behaviours, individual as well as collective in the sense of school inclusion. This achieved empiric investigation establishes a link between the universe and the thought(social representations) in one hand, and the universe and the action(educational practices) on the other hand. The perception teachers make about handicap and school inclusion has engendered the concrete setting of pedagogic practices which take into account the specific educational needs of students living with disabilities. The welcome and way of dealing with disability at school result from a transformation both in the field of ideas and the organization of the pedagogic practice.Above the study of school inclusion via what teachers do and say, we have also tried to understand the existing links between the actors taking part in the realization of the project of inclusion. The discursive examination and the observations on the ground unveil that the collaboration between teachers , even between the different participants on the field of inclusion still requires a lot of doing. Despite the contradictions and ambivalences noticeable, inclusion is considered as a profit to all and the teachers interviewed are completely behind it.

Cette recherche porte sur l’inclusion/exclusion des immigrés afghans en Iran.La situation et la place des immigrés et de leurs descendants étant soumises àdes logiques d’inclusion/d'exclusion, cette thèse a été construite autour de cetteproblématique. Elle se fonde sur une approche « mixte », à la fois quantitative etqualitative en s’appuyant en premier lieu sur une étude qualitative de terrainqui interroge leurs conditions de vie alors qu’ils sont dans une situationprovisoire et incertaine, en tentant de comprendre leurs expériences et leurstentatives et possibilités d'accéder au marché du travail et aux services sociaux.En second lieu, les données quantitatives issues du recensement iranien ont étéexploitées et la grande partie des informations sur la répartition géographique,le séjour et les caractéristiques démographiques, sociales et économiques desimmigrants ont été obtenues à partir de ces données. Cette analyse met enévidence une politique officielle fondée sur la mise au premier plan de laquestion du retour et non de celle de la naturalisation et l’intégration, malgréune présence durable des Afghans sur le sol irainien. De plus l’agentivité desimmigrés et les efforts qu’ils ont fournis pour s’incorporer dans la société seheurtent aux facteurs structurels et institutions. / The following doctoral thesis focuses on the inclusion / exclusion of Afghanimmigrants in Iran by analyzing the extent to which the status and place ofimmigrants and their descendants are subject to rationales of inclusion /exclusion. This study makes use of a mixed method approach, both quantitativeand qualitative, and is initially based on a qualitative field study that examinesthe living conditions experienced by Afghan immigrants throughout the durationof their temporary and uncertain situation in an effort to understand theirexperiences as well as their attempts and opportunities to enter the labor marketand access social services. Following this qualitative analysis, quantitative datafrom the Iranian census were also used and the majority of the information onthe geographic distribution and residence of immigrants as well as theirdemographic, social and economic characteristics were derived from these data.The results of the analysis show that despite the sustainable migration ofAfghans, official policy is based primarily on the issue of return, therebyobscuring competing perspectives on naturalization and integration. Moreover,structural and institutional obstacles handicap the immigrants’ political agencyand efforts to integrate themselves into the host society.

La loi du 11 février 2005 « pour l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées » a provoqué une profonde mutation du système éducatif et entrainé un nouveau partage entre le monde médico-social et l’Éducation nationale avec la mise en place d’un travail de partenariat. Un changement paradigmatique majeur s’est opéré avec l’émergence du concept d’inclusion. L’école devenue « inclusive » s’efforce désormais de répondre aux besoins éducatifs particuliers de chaque élève en adaptant la norme scolaire. Les dispositifs collectifs d’inclusion sont des leviers privilégiés de la scolarisation d’élèves en situation de handicap qu’ils accompagnent suite à une notification de la Maison Départementale des Personnes Handicapées.L’objectif central de cette thèse consiste à interroger, plus de 10 ans après la loi, les processus à l’œuvre lors de l’orientation d’élèves vers des ULIS école. Certains élèves sont orientés en ULIS école sans pour autant présenter de handicap avéré. Ils sont, pour la plupart, issus d’un environnement marqué par une précarité sociale assorti d’une problématique familiale. Ces orientations qui inscrivent l’enfant sur le registre du handicap se font sous couvert d’un étiquetage médico-psychologique, les difficultés scolaires étant assimilées à de la déficience légère. Elles sont rendues possibles par un élargissement de la catégorie du handicap, par des critères d’orientation de plus en plus larges et par l’accroissement actuel des réponses médico-psychologiques face à l’échec scolaire. Il semblerait que les dispositifs ULIS continuent à assurer une fonction de régulation sociale, le recours à l’enseignement spécialisé restant socialement différencié. Dans le contexte actuel de médicalisation des difficultés scolaires, sont orientés en ULIS école des élèves qui mettent le système ordinaire en difficulté et pour lesquels, il ne semble avoir d’autre réponse que l’inscription dans le champ du handicap. / The 11th of February 2005 law « for disabled persons rights and opportunities equality, participation and civic rights » brought about a deep educational system change and provoked a new sharing between the medico-social system and the Éducation Nationale with the positioning of a partnership. A main changing paradigm has occured with the inclusion concept emergence. Schooling today inclusive is trying to answer pupils’ special educational needs by adjusting school standards. Group inclusion systems are privileged levers to help disabled pupils at school following the Maison Départementale des Personnes Handicapées notifications.This thesis main goal, more than ten years after the law for the disabled persons, consists in examining the process at work when pupils are guided towards a primary school ULIS (Unité Localisée d’Inclusion Scolaire). A certain number of pupils have received educational counselling towards primary school ULIS without any proven disability. They have, mostly, originated from environments with social and family problems. These notifications labelling children as disabled have been done on a medico-psychological basis, the children’s schooling difficulties labelled as mild disability. Those have occured because of a widening of the disability category, wider and vaguer educational counselling criterions and today’s increasing medico-psychological solutions to school underperforming. ULIS systems would seem to carry on ensuring a social regulating function, the recourse to special needs education being socially differentiated. Today’s context of medicalizing school underperformance is leading to guide towards primary school ULIS pupils, putting the common system in a difficult position, and, for whom there seems to be no other solution than labelling them as disabled.

Le travail de thèse présenté porte sur l'observation de la pratique opérationelle del'intercompréhension selon une perspective de recherche inhabituelle. En effet, si sonpotentiel en tant qu'approche plurilingue de l'enseignement des langues étrangères estdésormais largement reconnu, l'apport de l'intercompréhension en tant que stratégie demédiation dans des espaces de diversité linguistique reste fortement sous exploré. Afin derelever le défi lancé par le 7ème projet de recherche MIME – mobilité et inclusion dans uneEurope multilingue, le champ d'application de l'intercompréhension a été élargi et testé dansdes environnements multilingues spontanés, résultant de la mobilité des citoyens européensavec une attention particulière accordée aux rapports d'inclusion des individus mobiles. Enparticulier, le terrain d'essai de cette étude a été la communication des familles issues del'adoption à l'international comme exemple de communautés qui se construisent à partir dudéplacement de leur barycentre géographique, culturel et linguistique. La méthodologieutilisée dans notre recherche a été organisée selon une structure "à pyramide inversée" quipermet d'observer le phénomène en question selon deux perspectives complémentaires : laperspective émique de l'entretien semi-structurée et la perspective étique de l'observationdirecte. D'après nos résultats, dans un cadre de langues voisines et apparentées,l'intercompréhension émerge spontanément à la fois comme solution adaptative pourcontourner les défis imposés par la diversité linguistique et, ce qui est le plus important,comme espace communicatif orienté vers l'inclusion de l'enfant et de sa langue d'origine.Cette recherche montre tout l'intérêt d'élargir l'observation des applications del'intercompréhension dans l'expérience complexe et évolutive de la mobilité et de favoriser samise en oeuvre des locuteurs au moyen d'une formation ciblée aux contextes pluriels. / The study on which the following thesis is based focuses on discussing intercomprehensionfrom an unusual research perspective. Indeed, while its potential as a multilingual approach toforeign language teaching is now widely recognized, the value of intercomprehension as amediation strategy in contexts of linguistic diversity remains largely under-explored. In orderto meet the challenge of the 7th research project MIME - Mobility and inclusion inmultilingual Europe, the scope of intercomprehension has been broadened and tested inspontaneous multilingual environments, that were shaped by the mobility of Europeancitizens, with particular focus on mechanisms of inclusion for mobile individuals. Inparticular, the test case of this study has been the communication of international adoptivefamilies, which are examples of communities that are built on the reorganization ofgeographical, cultural and linguistic references. The methodology used in our research wasorganized according to an "inverted pyramid" structure that makes it possible to observe thephenomenon in question according to two complementary perspectives: the emic perspectiveof the semi-structured interview and the etic perspective of direct observation. According toour results, in a framework of mutually intelligible languages, intercomprehension emergesspontaneously both as an adaptive solution to overcome the challenges imposed by linguisticdiversity and, more importantly, as a communicative space oriented greatly towards theinclusion of the child and his or her original language. This research shows the value ofexpanding research into the applications of intercomprehension in the complex and evolvingexperience of mobility and of promoting its informed implementation among speakersthrough targeted training in plural contexts.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-09-19T10:50:44Z No. of bitstreams: 2 Dissertacao Adriana de O Freitas.pdf: 2421355 bytes, checksum: e4da60bd32a4c843c3fb9cffa993a8f5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-09-19T13:32:24Z (GMT) No. of bitstreams: 2 Dissertacao Adriana de O Freitas.pdf: 2421355 bytes, checksum: e4da60bd32a4c843c3fb9cffa993a8f5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-19T13:32:24Z (GMT). No. of bitstreams: 2 Dissertacao Adriana de O Freitas.pdf: 2421355 bytes, checksum: e4da60bd32a4c843c3fb9cffa993a8f5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-06-14 / The role of the Special Education professionals are becoming an essential condition for education and inclusion of students with special educational needs. The support of these students has raised the discussion of the relationship Common Education Network in Regular and Special Education, ie involves the debate on the need to develop a coordinated action between different educational agents within the school inclusion. In this sense the collaborative approach between these various actors involved in the education of these students: Regents Professor common class, support teacher `inclusion, teacher resource rooms multifunctional, family and community, is assuming a key role in a relationship positive among these professionals to contribute to the promotion of academic success of students with educational needs and other students of the school. So understand how the work has constituted the Special Education Professional allows you to analyze aspects of the inclusion of pupils with special educational needs. Thus, we chose to define the teacher to support inclusion, as this professional has assumed an important role in the implementation of inclusion policies in Goiás So ask yourself: How has the role of teacher to support inclusion? What indicators are present in collaborative teaching and teacher performance to support inclusion? The main objective of this research is to analyze the words of teachers to support inclusion of their educational practices and indicators that they present for collaborative teaching. In this research we used the collaborative research, this type of research the researcher and seek data also enables the continuous training of teachers, space for teachers to have freedom of expression, the analyzes were carried out in stages which is subdivided into six meetings. In the first meeting held by Oceesp participating teachers to be informed about the objectives and risks of the study signed the Terms of Consent (IC), agreeing to participate in the research, thereby allowing the use of their lines and all registration information listed during the search. In addition, the teachers answered a questionnaire on appearing on your identifying information, education and performance. Was focused on the role and activities of teachers to support inclusion through a press conference. The desk study on the role and performance of the teacher Inclusion support and collaborative learning was conducted in order to inform and enlighten teachers about national and state legislation on special education and inclusion, contextualizing the role and function of the teacher support, providing a better understanding of collaborative learning, its relationship with the classroom teacher, culminating in the synthesis of the data. / A atuação de profissionais da Educação Especial vem se constituindo em condição fundamental para educação e inclusão de estudantes com necessidades educacionais especiais. O apoio a esses alunos tem levantado a discussão da relação Educação Comum na Rede Regular e Educação Especial, isto é envolve o debate sobre a necessidade de desenvolver uma atuação articulada entre os diferentes agentes educacionais no âmbito da inclusão escolar. Nesse sentido a perspectiva colaborativa, entre esses diferentes agentes que intervêm no processo educativo desses alunos: professor regente de classe comum, professor de apoio `a inclusão, professor de salas de recursos multifuncionais, família e comunidade, vem assumindo um papel fundamental para uma relação positiva entre esses profissionais, no sentido de contribuir com a promoção do sucesso escolar dos alunos com necessidades educacionais e dos demais alunos da escola. Portanto compreender como vem se constituindo a atuação dos profissionais de Educação Especial permite analisar aspectos da inclusão escolar dos alunos com necessidades educacionais especiais. Desse modo, optamos por definir o professor de apoio à inclusão, uma vez que esse profissional vem assumindo um papel importante na implementação de políticas de inclusão em Goiás. Então se pergunta: Como tem sido a atuação do professor de apoio à inclusão? Quais os indicadores de ensino colaborativo estão presentes na atuação do professor de apoio à inclusão? O objetivo principal desta investigação é analisar os dizeres dos professores de apoio à inclusão sobre as suas práticas educativas e os indicadores que as mesmas apresentam de ensino colaborativo. Na presente pesquisa utilizou-se da pesquisa colaborativa, neste tipo de pesquisa o pesquisador além de buscar dados, possibilita também a formação continuada dos professores, espaço para que os professores tenham liberdade de expressão, as análises foram realizadas em etapas que se subdividiram em seis encontros. No primeiro Encontro realizado pelo Oceesp os professores participantes ao serem esclarecidos sobre os objetivos e riscos da pesquisa assinaram os Termos de Consentimento Livre e Esclarecido (TCLE), concordando em participar da pesquisa, autorizando assim a utilização de suas falas e todo registro de informações elencadas durante a pesquisa.Além disso, os professores responderam a um formulário, em que constavam seus dados de identificação, formação e atuação. Foi focalizado o papel e atuação dos professores de apoio à Inclusão através de uma entrevista coletiva. Oestudo documental sobre o papel e atuação do professor de apoio à Inclusão e o ensino colaborativo foi realizado com o intuito de informar e esclarecer as professoras quanto a legislação nacional e estadual, sobre a educação especial e inclusão, contextualizando o papel e função do professor de apoio, proporcionando uma melhor compreensão do ensino colaborativo, de sua relação com o professor regente, culminando na síntese dos dados.

Il apparaît nécessaire, au niveau international, de former des compétences fonctionnelles aux exigences de la vie et du travail, en termes de : capacité à résoudre les problèmes, à prendre des initiatives autonomes et flexibles, à mobiliser les connaissances pour gérer des situations complexes et résoudre des problèmes. Au centre d'une bonne employabilité de la personne, se trouvent les compétences auto-dirigées (penser et choisir consciemment son propre avenir), à la fois celles de planifier et de se redessiner soi-même (life design). Dans le domaine de l'employabilité, la rencontre des jeunes handicapés et du monde du travail c’ est difficile, en raison de la persistance des stéréotypes et des stigmates, ainsi que de l'absence d'une réelle volonté politique et systémique d'appliquer et de faire respecter la réglementation. Il est donc nécessaire d'explorer la construction de l'employabilité non seulement d'un point de vue théorique, mais aussi à travers la perception que les jeunes adultes handicapés ont de leur employabilité afin de mettre en œuvre des formations et des conseils visant à explorer les compétences liées à l'employabilité de tous les jeunes adultes, dans une perspective inclusiveUne recherche exploratoire empirico-descriptive a été choisie. En particulier, l'outil AVO développé par l'IISFOL/INAPP a été utilisé pour explorer le potentiel d'employabilité des jeunes adultes handicapés de Campanie (18-30 ans). Il a également été choisi pour explorer, par des entretiens semi-structurés, l'histoire et le projet professionnel de 20 jeunes Campani handicapés. En ce qui concerne la méthodologie d'analyse des données il est prévu l'utilisation du logiciel NVIVO (Richards, 1999) pour l'analyse qualitative de l'ensemble des entretiens et l'utilisation du logiciel SPSS pour effectuer des analyses descriptives des données collectées. Les jeunes personnes handicapées qui ont participé à l'étude ont un potentiel d'employabilité moyennement faible et font état de difficultés dans la conception de leur projet professionnel. L’analyse qualitative a permis de confirmer cette difficulté et de cadrer le projet professionnel en termes de réorientation de soi entre ressources et barrières. / It is necessary, at the international level, to form functional skills to the demands of life and work, in terms of: the ability to solve problems, to take autonomous and flexible initiatives, to mobilize knowledge for Manage complex situations and solve problems. At the centre of a good employability of the person, are self-directed skills (thinking and consciously choosing one's own future), both those of planning and redrawing oneself (life design). In the field of employability, the meeting of young people with disabilities and the world of work is difficult, because of the persistence of stereotypes and stigmas, as well as the lack of a real political and systemic will to apply and make comply with the regulations. It is therefore necessary to explore the construction of employability not only from a theoretical point of view, but also through the perception that young adults with disabilities have their employability in order to implement training and advice to explore skills related to the employability of all young adults, from an inclusive perspective. A empirical-descriptive exploratory research has been chosen. In particular, the tool developed by the IISFOL/INAPP and computerized by the technology Section of the SInAPSi University Centre was used to explore the employability potential of young adults with disabilities in Campania (18-30 years). It was also chosen to explore, through semi-structured interviews, the history and professional project of 20 young disabled Campani. With regard to the data analysis methodology, the use of the NVIVO software (Richards, 1999) is foreseen for the qualitative analysis of all interviews and the use of SPSS software to perform descriptive analyses of the data Collected. Young persons with disabilities who participated in the study have a potential for employability Moderately low employability and report difficulties in the design of their professional project. The qualitative analysis confirmed this difficulty and frame the professional project in terms of reorienting oneself between resources and barriers.

Cette thèse traite de l’évaluation comparée de la qualité de deux dispositifs scolaires d’intervention auprès d’élèves ayant des troubles d’apprentissage. Pour ce faire, nous avons élaboré et utilisé un modèle multidimensionnel d’évaluation de la qualité composé de neuf dimensions (pertinence, congruité, adéquation, synergie, efficacité, efficience, impact, fiabilité, flexibilité et bien-fondé) s’inspirant du modèle multidimensionnel développé par Bouchard et Plante (2002). Il nous a permis d’élaborer et d’évaluer 31 indicateurs et 10 sous-indicateurs. Le premier dispositif a été mis en place dans le cadre d’une recherche-action menée en Communauté française de Belgique se proposant d’implémenter et de pérenniser un dispositif d’intégration/inclusion scolaire. Le second dispositif évalué est constitué de classes de l’enseignement spécialisé de type 8. Les deux dispositifs étudiés s’adressent à la même population, celle d’enfants ayant des troubles/difficultés d’apprentissage et orientés vers l’enseignement spécialisé de type 8. Nous avons procédé à l’évaluation de la qualité de huit expériences d’inclusion en école primaire et de treize classes d’enseignement spécialisé de type 8. Ces expériences débutaient en 1re année (CP) dans une classe d’enseignement ordinaire (de 12 à 22 élèves) où étaient intégrés 3 à 7 élèves relevant de l’enseignement spécialisé de type 8. Les résultats présentés reprennent les deux premières années de cette évaluation. À l’analyse de ces différentes dimensions, nous constatons que cette évaluation de la qualité des deux dispositifs comparés est nécessairement à nuancer. Au regard de l’analyse des différentes dimensions et indicateurs pris en considération dans la présente recherche, le dispositif inclusif et celui d’enseignement spécialisé de type 8 se montrent globalement comparables sur les composantes de base (population, objectifs et ressources). Toutefois, ils se différencient fondamentalement par le contexte dans lequel ils se déploient et par la configuration du travail collaboration entre professionnels (co-enseignement et co-intervention). Les résultats montrent des effets légèrement plus positifs en faveur des élèves inclus, surtout en lecture/écriture. Toutefois, la taille de notre échantillon, le caractère de la recherche (recherche-action), des indicateurs contradictoires, etc. ne nous permettent pas de généraliser nos résultats. De plus, le modèle multidimensionnel d’évaluation de la qualité demande à être interrogé au niveau de son opérationnalisation pour rechercher une plus grande validité, fiabilité et sensibilité. Cependant, ce relativisme ne doit pas occulter le fait que si nous ne pouvons nous prononcer de manière claire envers l’un ou l’autre dispositif, la présente recherche-action a sans doute permis de mieux comprendre les deux dispositifs étudiés et l’émergence d’une configuration originale et crédible de ressources permettant l’inclusion de ces élèves en enseignement ordinaire.