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

于Inclusive Educational Ethics, Facing the Facts

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Dhahri Amen

Dhahri Amen
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类型:: 章节

Page Range:: 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

丛编： ISATT Conference Series, 卷： 2

ISBN:: 9789004705968

出版社:: Brill

印刷出版日期:: 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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