What is it about?
The question of the education of students with Autism Spectrum Disorder (ASD) in mainstream schools is currently at the heart of national and international educational policies and programs. The same is true in the Tunisian context. However, these students do not benefit sufficiently from inclusive educational practices aimed at guaranteeing their right to learning. In this research, we have attempted to present the concept of inclusive education from a pedagogical and ethical perspective. Indeed, to address the issue of pedagogical practices adopted by teachers, we relied on the work of Legrand (1995), Meirieu (1989) and the three active pedagogies of Decroly (1956), Montessori (2016) and Freinet (1999) which offers a theoretical and pedagogical framework on pedagogical differentiation as well as on the work of methods relating to devices inclusive.
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This page is a summary of: The School Inclusion of Students with Autism Spectrum Disorder between Pedagogical Practices and Representations of Tunisian School Teachers, August 2024, Brill,
DOI: 10.1163/9789004705968_004.
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