Accessibility or Reinventing Education

Herausgegeben:Ebersold, Serge

• Gebundenes Buch

Produktbeschreibung

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.

Produktdetails

• Verlag: Wiley & Sons / Wiley-ISTE
• Artikelnr. des Verlages: 1W789450110
• 1. Auflage
• Seitenzahl: 256
• Erscheinungstermin: 13. April 2021
• Englisch
• Abmessung: 240mm x 161mm x 18mm
• Gewicht: 514g
• ISBN-13: 9781789450118
• ISBN-10: 178945011X
• Artikelnr.: 61142088

Autorenporträt

Serge Ebersold is Professor at CNAM (Conservatoire National des Arts et Métiers), where he holds the Chair on accessibility. From an international perspective, his work links the issue of accessibility to changes in public action, focusing on policies, strategies and practices that lead to accessibility in school and social environments.

Inhaltsangabe

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