Quels soutiens au développement de pratiques inclusives?

Abstract

Meeting the diverse needs of all students in an inclusive school setting requires the engagement and collaboration of a wide variety of professionals. However, we know very little about the needs of those who strive to properly address the challenges of inclusion education in their day-to-day activities. By consolidating different psychological and sociological approches, we derived a conceptual framework that distinguishes three concepts considered essential for their success: sources of support (individually or group-based9, types of support (depending on the needs they must address) and aspects of the supportive building-relationship process. By illustrating these concepts with the story of a resource teacher, we intend to offer some attainable benchmarks to support organizational trasformations and professional development aiming to more inclusive and collaborative practices.