The School Inclusion of Students with Autism Spectrum Disorder between Pedagogical Practices and Representations of Tunisian School Teachers

Dhahri Amen

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Chapter 3 The School Inclusion of Students with Autism Spectrum Disorder between Pedagogical Practices and Representations of Tunisian School Teachers

In: Inclusive Educational Ethics, Facing the Facts

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Dhahri Amen

Dhahri Amen
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Type:: Chapter

Pages:: 42–52

DOI:: https://doi.org/10.1163/9789004705968_004

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Abstract

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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Inclusive Educational Ethics, Facing the Facts

Series: ISATT Conference Series, Volume: 2

E-Book ISBN:: 9789004705968

Publisher:: Brill

Print Publication Date:: 27 Aug 2024

Subjects
- Education
  - Inclusive Education

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Chapter 3 The School Inclusion of Students with Autism Spectrum Disorder between Pedagogical Practices and Representations of Tunisian School Teachers

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Inclusive Educational Ethics, Facing the Facts

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