En France comme au Japon, le système d'éducation à destination des enfants handicapés a connu d'importantes transformations ces dernières années, avec le passage à une logique d'éducation inclusive, privilégiant la scolarisation dans les écoles ordinaires plutôt qu'en établissement spécialisé. Cependant, les établissements spécialisés n'ont pas disparu pour autant et le milieu spécialisé se reconfigure pour s'adapter aux changements. Cette thèse s'appuie sur l'idée que ces transformations correspondent à l'aboutissement d'un mouvement historique allant d'une approche catégorielle du handicap (dans laquelle les différentes catégories médicales de déficiences sont sources de spécialisation) à une approche que l'on peut qualifier, par opposition, de généraliste (dans laquelle les catégories de déficiences s'effacent pour laisser la place à une catégorie unique : celle de « besoins particuliers »). Comment les écoles spécialisées, fondées sur la logique de spécialisation catégorielle, se transforment-elles à l'heure du généralisme ? On étudie plus précisément le cas des écoles d'aveugles, emblèmes historiques de la logique de spécialisation. La démarche comparative franco-japonaise permet ainsi d'éclairer une zone d'ombre, peu étudiée, du phénomène international de passage à une éducation inclusive. En mobilisant le champ de la sociologie du travail, plus spécifiquement le concept de compétences, on explore les transformations de l'institution spécialisée vécues par ses représentants: les enseignants spécialisés. On montre ainsi, à travers la comparaison, que le travail des enseignants spécialisés dans ces écoles n'est plus fondé sur une expertise de la déficience visuelle mais sur des compétences relationnelles d'adaptation aux "besoins éducatifs particuliers" de chaque enfant, dans des conditions d'enseignement en profonde mutation, où la mise en œuvre de ces compétences se fait de plus en plus difficile. / In France as in Japan, the educational system for children with disabilities has undergone major changes for the last years, through the development of inclusive education, promoting enrollment in mainstream schools rather than special institutions. However, special schools have not disappeared; they are rather evolving so as to adapt to changes. This work is grounded on the idea that these transformations represent the completion of a historical trend shifting from a category-based approach of disability (in which different medical categories result in specialized treatments) to an approach that, as opposed to the latter, we can call generalist (in which categories of impairments fade into the unified category of “special educational needs”). How do special schools, deeply rooted in the category-based specialized approach, evolve in the days of generalism? We examine the specific case of Schools for the Blind, embodiments of the specialized approach. Through a French-Japanese comparison, we shed light on some gray areas of the international move towards inclusive education. Using the field of work sociology, especially the concept of “skills”, we explore the transformations of special institutions as experiences by their representatives: special teachers. Through comparison, we show that special teachers' work in these schools is no longer based on an expertise of visual disability but relies on the use of relational skills, especially involving adaptation to every child's “special educational needs”, in a context of radically changing teaching conditions, where it becomes growingly difficult to put those skills into practice. / 要旨 : 近年、フランスと日本における障害児教育制度は、インクルーシブ教育の理念に従って、特殊学校よりも通常学校での在学を推進することで、大きく変わってきた。しかし、特殊学校が全くなくなるわけではなく、特殊教育制度はその変化に応じるように形を変えてきた。本論文はその推移が「障害」の取り扱いの歴史的転換と符合するという公準を基本とする。「各障害の医療的な特性に応じる専門的な取り扱いが必要」という障害種別アプローチから「障害の諸カテゴリーが「特別なニーズ」という単一なカテゴリーに溶け込む」という逆の一般的なアプローチへの転換である。障害種別の専門性を踏まえていた特殊学校はその一般的なアプローチの時代にどう応じてきたか。本研究は障害種別アプローチの体現である盲学校を中心の課題とする。日仏比較により、インクルーシブ教育への歩みという国際現象のあまり検討されていない面を調査することを目的とする。そのために、職業社会学（特に、「能力」の理論）に基づき、盲学校の教員が見た特殊教育の変化を分析する。その結果、盲学校教員の仕事は今、視覚障害の専門性よりも「各生徒の個人的なニーズに応じる」対人関係能力を踏まえているということが示され、盲学校における教育条件の変化により、その対人関係能力の実現が難しくなりつつあることが指摘される。

Cette recherche doctorale a pour thème la scolarisation des collégiens sourds ou malentendants. Plus précisément, elle s'interroge sur les conditions d'un partenariat effectif entre le collégien, sa famille, le collège et la structure médico-sociale, à même de faciliter la réalisation d'un projet de scolarisation. Il s'agit de cerner les obstacles à ce partenariat et ses facilitateurs, afin de mettre en lumière les conditions requises pour qu'il fonctionne et apporte l'étayage attendu à la réalisation du projet de scolarisation d'un collégien en situation de handicap. Grâce à une série d’entretiens dirigés et semi-dirigés, nous interrogeons les acteurs (collégiens, parents, professionnels) qui vivent de tels projets de scolarisation dans la région des Pays de Loire. Nous examinons comment les différents acteurs définissent l'objet du partenariat, leur place dans celui-ci, les ressources qu'ils apportent, les relations qu'ils développent avec les autres et l'action qui découle du dispositif partenarial. La réussite du partenariat entre ces différents acteurs tient sur un principe d’équilibre par une complémentarité des ressources de chacun compte tenu du fait que les forces d’un partenaire peuvent combler les lacunes d’un autre. L’idée de l’école inclusive se heurte à des postures isolationnistes des acteurs institutionnels. Le partenariat contribue au développement des pratiques inclusives dans la mesure où cette modalité collaborative permet de créer des passerelles entre les acteurs, clé de voûte de la réussite des projets de scolarisation des élèves en situation de handicap. / This thesis deals with the schooling of the deaf or hearing-impaired children. It looks into the specific conditions for an effective partnership between the child, his or her family, the school and the special school, in order to facilitate the schooling goals. The aim is to identify the pros and cons of a partnership agreement, to highlight the mandatory criterion for it to work and to provide appropriate support for the implementation of the schooling project of special needs children. Through a series of guided and semi-guided interviews, we inquire into the actors (children, families, professionals) who experience such schooling projects in the Pays de Loire Region. We look at how the different stakeholders define the aim of the partnership, their role in it, the resources they bring in, the relationship they develop with others and the actions that follow the partnership measures.The success of the partnership between these various actors is based on a balancing principle which considers that the strengths of a partner can fill in the gaps of another one.The idea of inclusive schooling comes up against the isolationist positions of the institutional actors. The partnership contributes to develop more inclusive practices because this collaborative mode allows to build bridges between the actors, which is the cornerstone for the achievement of special needs children’s schooling projects.

The aim of this study was to investigate, from an educational management perspective, the factors that influence job satisfaction amongst special needs educators in selected New Zealand special needs schools. A qualitative research method was utilised to investigate the educational management strategies that influence the job satisfaction of special needs educators in selected New Zealand special needs schools. This dissertation presents the findings from a questionnaire on participants’ geographical details and data from related interviews. The findings from this study indicate that the job satisfaction of special needs educators is mainly influenced by factors such as management support, adequate resources, collaborative working relationships, ability of students with special educational needs to progress, and communication, among others. The study makes certain recommendations to help special needs educational managers effectively manage factors that influence job satisfaction and job dissatisfaction for special needs educators. / Educational Studies / M. Ed. (Education Management)

Syftet med min studie var att undersöka lärares uppfattning om sina elevers taluppfattning och vad lärares uppfattningar indikerar avseende elevers taluppfattning.  För att få svar på mina frågor har jag skickat ut en digital enkät till undervisande lärare i matematik i grundskolan.  Resultatet visar att elevers taluppfattning är relativt god när det gäller de mest grundläggande aspekterna. Vidare indikerar resultatet att de tillfrågade lärarna arbetar regelbundet och varierat med att utveckla elevers taluppfattning. Alla respondenter utom en svarar att särskilda åtgärder vidtas, om bristande taluppfattning upptäcks, t.ex. särskilt stöd av specialpedagog/speciallärare, åtgrdsprogram och enskild undervisning.  Min slutsats är att de tillfrågade lärarna regelbundet arbetar varierat med taluppfattning i klassrummet och att de elever som har svårigheter av olika slag uppmärksammas och får det stöd de har rätt till. / The purpose of my study was to investigate teachers' perceptions of their individual students' number sense. It is also to find out if and how teachers actively work with number sense in elementary school, and if the curriculum guidelines to give support to students with special needs are met.  I have distributed a digital questionnaire to teachers in mathematics about their students' number sense.  The result of the questionnaire shows that there are some gaps in some students' number sense, but it is relatively small when it comes to the fundamental aspects of number sense. Further, the result indicates that the teachers work consciously för the students to be able to develop their sense of numbers frequently in varies ways.  All of the respondents - except one - states that specific measures are taken if a students' lack of number sense is detected, for example: support from a teacher for special needs education; individual development plans; and individual tutoring.

The purpose of the study is to acquire knowledge and understanding of successful school development, with a focus on students' cognitive abilities. The survey focuses on the implementation of development work and its effects on the organization and students' development. The theoretical framework is based on special educational perspectives, salutogenic perspective and organizational theory. Two contiguous preschool class‑third grade schools are included in the study and primary data consists of interview responses from school staff. The study also includes questionnaire responses from guardians of children in third grade. However, the response rate from the guardians is insufficient for conclusions. The results show that school development changed the view of students' differences and needs. Furthermore, the schools have shifted their focus to group and organizational level, as well as to more promotional and preventive work. Fewer students are included in the student health team and the number of action plans has decreased. The development of the schools is characterized by a shift towards a more critical perspective and has been conducted through strengthened meaningfulness in the form of defined values, consensus in purpose and vision and collegial cooperation. The conditions that enable successful school development are characterized by a strong sense of coherence, in both leadership and conditions. Increased focus on the environment, as well as enhancement of comprehensibility, manageability and meaningfulness, are also factors that have benefited students' development. Factors that hinder school development can be traced to a compensatory and dilemma perspective, as well as to a lack of sense of coherence. Above all concerning attitudes among school staff and external demands placed on the school activities. Our conclusion is that both school development and students' cognitive abilities can be promoted through the application of a salutogenic perspective.

Kinder mit Sprachentwicklungsstörungen haben besondere Bildungsbedürfnisse. Didaktisch-methodische Entscheidungen für die Unterrichtsgestaltung müssen sich an den individuellen Lernvoraussetzungen auszurichten, um einen erfolgreichen Bildungsprozess, z.B. im Bereich der Schriftsprache, sicherzustellen. Sowohl in Förderschulen, als auch im Hinblick auf die Gestaltung Gemeinsamen Unterrichts ist damit die Frage nach den Qualitätsmerkmalen eines Unterrichtsangebotes für sprachbeeinträchtigte Kindern von hoher Relevanz. Hierzu liegen vielfach konzeptuelle Überlegungen und vereinzelt auch Befragungen vor, jedoch keine Untersuchungen mit einem systematisch entwickelten Instrument. Ausgehend vom Angebot-Nutzungs-Modell des Unterrichts (Helmke 2009) und Merkmalen allgemein guten Unterrichts wurden Experten befragt hinsichtlich der Merkmale, die sie für die Gestaltung von Bildungsprozessen sprachbeeinträchtigter Kinder für besonders bedeutsam halten (Theisel & Glück 2012). Diese Ergebnisse fanden Eingang in einen Fragebogen, der bundesweit an sonderpädagogische Lehrkräfte verteilt wurde, die unabhängig vom Lernort mit sprachbeeinträchtigten Kindern unterrichtlich tätig sind. Im Vergleich mit den Angaben von Grundschullehrkräften lässt sich zeigen, wie einzelne Subskalen des Fragebogens auf spezifische Gestaltungsmerkmale des Unterrichts hinweisen, wie sie für die Arbeit mit sprachbeeinträchtigten Kindern typisch sind. Im Rahmen der KiSSES-Studie in B.-W. wurde die Schulleistungsentwicklung der Kinder im Längsschnitt verfolgt. Gleichzeitig wurden die Lehrkräfte nach Prozessmerkmalen ihres Unterrichts befragt. Es lassen sich Zusammenhänge zwischen einzelnen Bereichen der Schulleistung (Mathematik, Lesen, Schreiben) und Unterrichtsmerkmalen zeigen, die die Kriteriumsvalidität und Reliabilität des entwickelten Instrumentes deutlich machen.

The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made. / Inclusive Education / D. Ed. (Inclusive Education)

Resting against a background of local and international movements in respect of human rights, South African educators have had to implement a new curriculum, accept diversity and address inclusive education with little or no training, insight and knowledge. Challenges at all levels in education, impact on the successful education of children and the future of young adults who must as equal members of society enter a fast changing global economy. Challenges for educators in South Africa are unique. The lack of knowledge and training for educators and an inadequate infrastructure of the country present as some of the challenges for educators. This qualitative study deals with the subjective experiences of educators in primary schools. The research indicates that when these challenges are addressed educators will be both, better supported and disposed, towards the implementation of inclusive education idealised as the panacea for social transformation in South Africa. / Educational Studies / M. Ed.

The present study assessed the factors that affect the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. The assessment serves as a context for finding ways of dealing with challenges and proposing a model of implementing inclusive education for children with learning disabilities. The survey method was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and fifty primary school teachers, twenty education officers and thirty college/university lecturers participated in the study. The Statistical Package for the Social Sciences, version 16.0 was used to analyse data. Frequency tables and ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated. This study revealed that primary school teachers lacked training to assist children with learning disabilities in their classes. The study also revealed that the primary schools did not have material resources to implement inclusive education for children with learning disabilities. The current study also established that the stakeholders had negative attitudes towards the implementation of inclusive education for children with learning disabilities. Findings of the study also revealed that there was no inclusive education policy for the implementation of inclusive education for children with learning disabilities in primary schools. The present study recommended that the implementation of inclusive education for children with learning disabilities in primary schools would be improved through the professional preparation and training of Zimbabwean school teachers, the availability of trained teachers, the provision of resources and the need to formulate mandatory policies and legislation for the implementation of inclusive education. / Inclusive Education / D. Ed. (Inclusive Education)

Depuis la loi du 11 février 2005 pour « l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées », l’École s’est engagée sur la voie de l’inclusion des élèves en situation de handicap. Pour répondre à la nécessité de rendre accessibles les apprentissages à ces élèves, l'Education Nationale finance notamment du « matériel pédagogique adapté ». Plus spécifiquement, la possibilité offerte aux élèves dyslexiques de contourner ou de surmonter leurs difficultés en langage écrit grâce à l’utilisation d’aides technologiques ouvre de nouvelles perspectives d’apprentissage et d’enseignement mais suscite aussi bon nombre d’interrogations. Au coeur de notre thèse qui s’inscrit dans ce contexte, nous conduisons une étude sur l’efficacité des outils de compensation attribués aux élèves dyslexiques et dysorthographiques scolarisés dans le second degré, corrélée à leurs contextes d’usage et d’appropriation. Le recours à deux démarches, l’une expérimentale, comprenant des tests de lecture et d’écriture, et l’autre compréhensive, combinant les questionnaires et les entretiens semidirigées, permet d’aborder les phénomènes et les enjeux qui s’opèrent dans l’utilisation des outils informatiques par les adolescents dyslexiques dans le cadre de leur apprentissage de la lecture et de l’écriture en classe ordinaire. Par l’analyse et le croisement de l’ensemble des données recueillies, nous tentons de décrire les facteurs personnels et environnementaux qui sous-tendent la réalisation du projet de compensation et de mettre en lumière les obstacles et les facilitateurs à l’utilisation efficace des aides technologiques. L’approche de la complexité des processus et des interactions en jeu dans la mise en oeuvre du projet de compensation nous permet finalement d’exposer quels sont les leviers fondamentaux et indispensables à un usage efficient des outils informatiques en classe par les élèves dyslexiques-dysorthographiques mais aussi de proposer les axes dominants d’un contexte éducatif inclusif susceptible de soutenir leur usage. / Since the act of February 11, 2005 on equal rights and opportunities and the inclusion and citizenship of the disabled was passed, French schools have embarked on the path of the inclusion of pupils with disabilities. To respond to the need of making learning accessible to these pupils, the French Education system does finance some appropriate educational learning materials. More precisely, the opportunity for dyslexic pupils to avoid or overcome the difficulties with written language thanks to new technologies opens up new prospects for learning and teaching but also raises concerns.At the very core of this thesis lies the study I have carried out on the effectiveness of those compensatory tools given to dyslexic and dysorthographic pupils in secondary education depending on the way they use these tools and become familiar with them. Two different approaches have been used, one being experimental including reading and writing tests and the other one being comprehensive combining questionnaires and semi-structured interviews. Both have permitted to identify the phenomena and the issues related to those pupils’ use of computer tools when they learn how to read and write in a mainstream class. By analysing and crossing data, I have tried to describe the personal and environmental factors which lead to the successful completion of the compensatory project and to identify the barriers but also the facilitators leading to a more effective use of these technological tools.Examining the complexity of the processes and the interactions involved in a compensatory project not only helps to identify key leverage actions to enhance the effectiveness of the use of computer tools but also permits to define priority axes to create an inclusive learning environment that is most likely to support this usage.