The accessibility requirement of educational policies is a reinvention of schools beyond the education of students with disabilities.
Accessibility or Reinventing Education studies the changes that have redefined the roles and missions of schools, by asking them to consider the obstacles to learning imposed on students - regardless of their particular characteristics - in order to make themselves accessible to the greatest number.
This book examines the ways in which school stakeholders are addressing the need for accessibility to bring its principles to life on a daily basis. Particular attention is given to the strategies developed by teachers for creating accessible school environments, the conditions for mobilizing digital technologies, and the redefinition of relationships between teachers and their specialist counterparts. Finally, the new figures of "ineducablility", established because of the accessibility imperative, are considered, and a grammar of accessibility is proposed, setting the stage for accessibility in school environments and the implementation of inclusive policies.
Table of Contents
Introduction xi
Serge EBERSOLD
Part 1. Accessibility as a Societal Imperative 1
Chapter 1. The Accessibility Imperative: Outlines and Implications 3
Serge EBERSOLD
1.1. Introduction 3
1.2. Accessibility, or school as a social protection vector 4
1.3. Accessibility, an imperative focused on the ergonomization of practices 7
1.3.1. Preventing vulnerabilities through a universal approach
to accessibility 8
1.3.2. An integrated approach to accessibility targeting the fight against educational failure 9
1.3.3. A corrective approach to accessibility aimed at restoring school legitimacy 11
1.4. An ergonomization of practices related to the fight against institutional discrimination 12
1.5. Accessibility, or the advent of new forms of normativity 13
1.6. Conclusion 15
1.7. References 16
Chapter 2. Inclusion and Accessibility: 50 Years of Change 23
Peter EVANS
2.1. Introduction 23
2.2. Developing a continuum of support for promoting accessible learning environments 25
2.3. Developing accessible learning environments; results of international case studies 30
2.3.1. Recognizing and planning for diversity 30
2.3.2. Using evaluation for improvement 31
2.3.3. Professional development of staff 32
2.3.4. External support services 33
2.3.5. Within-school services 34
2.3.6. Co-operation between schools 34
2.3.7. Parental and community involvement 35
2.3.8. Whole-school development organization and management strategies 36
2.3.9. Curriculum development 36
2.3.10. Classroom organization 37
2.4. Promoting accountable education systems supporting accessible learning environments 38
2.5. Conclusion 40
2.6. References 41
Chapter 3. Accessibility Requirements and Evaluation Policies 45
Nathalie MONS
3.1. Introduction 45
3.2. New governance of education systems based on performance and social justice 47
3.3. Evaluation: intellectual movements and political discourse 51
3.4. Assessment policies and the accessibility imperative 56
3.5. Conclusion 57
3.6. References 58
Part 2. How Do Schools Meet the Accessibility Imperative? 61
Chapter 4. Educational Accessibility: A Catalyst for Innovative Practices 63
Michele MAINARDI
4.1. Introduction 63
4.2. The heuristics of innovative teaching practices 64
4.2.1. The catalytic potential of innovative forces and practices 66
4.3. School environments and the pedagogical imperative of accessibility 67
4.3.1. The grouping of learners 67
4.3.2. The grouping of professionals 69
4.3.3. The planning of learning and its collocation over time 70
4.3.4. Pedagogies and assessment practices 73
4.4. Collaboration and accessibility: beyond “mainstream” and “special” 74
4.4.1. An emergency condition 76
4.5. References 77
Chapter 5. School Form and Pedagogical and Didactic Accessibilization 81
Sylviane FEUILLADIEU, Anne GOMBERT and Hervé BENOIT
5.1. Introduction 81
5.2. Characteristics of the school form 84
5.3. Practical ways of making school situations more accessible 87
5.3.1. Study aid gestures 87
5.3.2. The use of digital tools 89
5.3.3. Pedagogical and didactic adaptations 91
5.4. Elements for reflection on a model of analysis of teachers’ gestures and postures with a view to accessibilization 94
5.5. Conclusion 96
5.6. References 96
Chapter 6. The Contribution of ICT to Accessible Learning Environments 99
Harald WEBER
6.1. Introduction 99
6.2. Clarifications on the terminology 100
6.3. ICT to develop accessible learning environments - more than a purchasing decision 102
6.4. Embedding ICT in educational organizations to promote accessible learning environments 103
6.5. The transformation of teaching 108
6.6. Learners becoming accountable for their learning 112
6.7. Conclusion 114
6.8. References 114
Chapter 7. The Reconfiguration of the Teaching Profession within the Dynamics of Accessibility 117
Éric PLAISANCE
7.1. Introduction 117
7.2. From the “special” professional to the educational accessibility professional 118
7.3. A new professionalism that reconfigures teaching legitimacy 120
7.4. New dimensions of the profession 125
7.5. Teachers’ requests and concerns 127
7.6. Conclusion: new issues, new questions 129
7.7. References 130
Part 3. Accessibility, or Reconfiguration of Academic Difficulties 133
Chapter 8. Modes of Accessibilization and the Redefinition of Schooling in Accessibility 135
Daniel FRANDJI
8.1. Introduction 135
8.2. Accessibility as a source of democratization through compensatory policies? 137
8.3. Accessibility as a source of efficiency and equity, in the name of combating exclusion? 142
8.4. Accessibility as a source of inclusion, to maximize opportunities? 145
8.4.1. A profusion of categories and devices 145
8.4.2. An individualizing and essentializing reading of school productions 147
8.4.3. Transformation of the curriculum and school culture 149
8.5. Conclusion 150
8.6. References 151
Chapter 9. Externalized Teaching Units: A Tool for Making School Institutions More Accessible? 155
Hugo DUPONT
9.1. Introduction 155
9.2. Making the school environment more accessible through subcontracting 157
9.3. Hierarchical access to the facility 164
9.4. Conclusion 171
9.5. References 172
Chapter 10. Social Figures of Allophony, Approaches to Accessibility and Social Inequalities 175
Maïtena ARMAGNAGUE-ROUCHER
10.1. Introduction 175
10.2. Two approaches to accessibility: a dual staging of school legitimacy 178
10.3. The principles of justice underlying the various approaches to school accessibility 185
10.4. Conclusion: accessibilization strategies as a source of educational inequalities 191
10.5. References 192
Chapter 11. The Grammar of Accessibility 195
Serge EBERSOLD
11.1. Introduction 195
11.2. Access as social visibility 196
11.2.1. Access as “taking part” 196
11.2.2. Access as “being part” 197
11.2.3. Access as “acting on” 198
11.2.4. Access as a “sense of existing” 200
11.3. Accessibility as social legibility 201
11.3.1. A finalist approach to the concept of accessibility 202
11.3.2. A procedural approach to the concept of accessibility 203
11.3.3. An ergonomic approach to the concept of accessibility 205
11.4. The concept of accessibilization as social legitimacy 207
11.4.1. Accessibilization refers to the institutional legitimization of facilities 208
11.4.2. Accessibilization builds upon the legitimization of the schooling process 209
11.4.3. Accessibilization results from the driving force of conventions 211
11.4.4. Accessibilization is correlated with agents’ art of creating 212
11.5. Conclusion 214
11.6. References 215
List of Authors 219
Index 221
