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Historique et présentation de la Revue

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La prise en compte de la diversité à l’école dans les textes officiels : un bilan au Québec et en milieu minoritaire francophone canadien

Carl Beaudoin
Based in part on documentary research carried out on Canadian educational policies relating to well-being, success and diversity at school (Rousseau et al., in progress), this work aims to evaluate the consideration of diversity at school in Quebec and in the French-speaking Canadian minority context. Following the review of the official texts of the different provinces on this question, we proceeded to examine the corpus of qualitative data using network analysis. Our results highlight three different approaches that emerge from official political texts to consider student diversity, namely one centered on student markers, one in response to socio-educational phenomena and one centered on the needs of students. These results urge the reflection on the persistence of categorical approach regarding to difficulties at school, and on the importance of diversity education to counter the associated forms of discrimination.

Enjeux liés au rôle et aux fonctions de l’orthopédagogue en milieu scolaire en contexte d’éducation inclusive

Élisabeth Boily, Noémia Ruberto, Myriam Fontaine, Nancy Granger, Judith Beaulieu and Marie-Pierre Baron
Inclusive education advocates for considering the diverse needs of all students in order to enable each individual to develop their full potential (Conseil supérieur de l'éducation [CSE], 2017). However, the areas of action for many contributors to its implementation, including that of the special educator (CSE, 2017), are more or less delimited. This situation results in variable practices from one environment to another, leading to inequities and difficulties in accessing services (Office des professions du Québec [OPQ], 2014; Prud’homme, 2018). This article presents the results of recent Quebec studies that focused on the roles and functions of special educators. Through a methodology inspired by the integrative review approach (Whittemore and Knafl, 2005), the synthesis of these studies aims to highlight the main challenges linked to the practice of special education in the context of inclusive education. The results shed light on various role tensions that impact the deployment of professional skills of special educators in a school setting. Research perspectives to prioritize in order to support this process are proposed for the next decade.

La reconnaissance de la neurodiversité comme piste de solution pour une école plus inclusive

Louis-Philippe Lachance-Demers
Despite a recent discourse which seems to indicate that the Quebec school system wishes to become more inclusive and open to the diversity of its students, learning difficulties remain perceived through a medical lens. For several years, the use of various diagnosis has contributed to medicalize learning difficulties and as such, greatly limit the scope of the conversation on the subject of diversity. These diagnosis help identify any child who does not meet the requirements prescribed by the neurocognitive norm and the conception of the “normal child”. As an answer to the systematic pathologisation of these students, the neurodiversity paradigm gives us an opportunity to reconsider our idea of cognitive differences in humans. Despite its usage by several international movements that fight for the recognition of a greater neurocognitive diversity at school, this concept remains absent from the various ministerial documents. As proposed by AuCoin and Vienneau (2015), the transition towards an inclusive school system requires that we move from a logic of normalization towards a logic of denormalization, which respects the unicity of every student. As such, could research on the topic of neurodiversity bring us new perspectives on the matter of learning difficulties?

La prise en compte de la diversité ethnoculturelle, religieuse et linguistique en éducation : bref retour historique et enjeux actuels pour la recherche et la formation

Corina Borri-Anadon, Sivane Hirsch and Geneviève Audet
Taking ethnocultural, religious and linguistic diversity into account in educational contexts is recognized today, in Quebec as elsewhere, as a facilitator of educational success for all students. We begin this paper by examining research in this field, using historical and reflexive perspectives of various milestones in the development of the field, to highlight the transformation of research foci over the years and to shed light on the current state of the field, which finds itself at the center of tense social debates on issues of racism and immigration. Secondly, we take a critical look at the field by discussing three issues: 1) the language surrounding ethnocultural, religious and linguistic diversity; 2) the recognition of systemic dynamics; and 3) the current socio-political context and the tensions inherent in it. We conclude with a more personal reflection on the importance of making our positionalities explicit, reflecting on them, and adopting a learning posture.

L’évolution de l’approche d’évaluation fondée sur le programme pour soutenir l’éducation inclusive

Maria del Carmen Grullon Carvajal and Nathalie S. Trépanier
This article offers a synthesis of the curriculum-based (CB) models referring to curriculum-based assessment (CBA), curriculum-based measurement (CBM) and curriculum-based evaluation (CBE). Developed during the 1980s, the CB approach was primarily theoretical and has since been influential to the Canadian education system whilst being widely used in the United States, notably in mathematics. Intended to support teaching students with disabilities at first, the CB approaches were relaunched in the 2000s to be found in the so-called universal interventions (Christ and Becker, 2018). However, several problems arise in the implementation of this approach by teachers, in addition to being little or not accessible in French, it currently seems to be limited to a succession of normative measures of learning mastered by students. To come to a better understanding of this approach, our paper proposes to present its origins as well as to explain how its principles and its aims join those injunctions of success for all students within an inclusive setting. The paper also explains how these models offer a relevant avenue of continuous evaluation to promote better alignment between evaluation and intervention planning within a classroom.

Regard sur des défis scolaires en contexte de diversité ethnoculturelle et perspectives de développement

Zina Kharchi and Rola Koubeissy
This article aims to explore some of the challenges faced by teaching staff when working in a context of diversity and inclusion and it proposes some perspectives for development. To do so, we conducted a literature review with a view to identifying themes, among others, around which research in inclusive education revolved, from the angle of ethnocultural diversity. These themes allowed the emergence of a categorization of three types of challenges in a context of ethnocultural diversity and inclusion: 1) challenges related to the initial and continuing training of teaching staff; 2) challenges related to the implementation of educational practices and resources; 3) challenges related to collaboration with families. A general overview of the concept of teaching serves as an introduction to the three parts.

Perspectives de recherche en sociométrie axées sur le développement de l’éducation inclusive et de pratiques accessibles visant les élèves les plus vulnérables sur le plan de l’intégration sociale à l’école

Martin Gendron, Sarah Landry, François Bowen and Éric Dugas
This article contributes to the reflection surrounding the research perspectives supporting the development of inclusive education and accessible practices by focusing on sociometry (Moreno, 1934). It aims to demonstrate how sociometry promotes: 1) the development of inclusive education to support the school team in its interventions with the most vulnerable students for their social integration (designated by their peers) thanks to the characteristics of the group (e.g. cohesion) and its members (e.g. sociometric statutes), and 2) the development of fair and accessible practices to democratize sociometry through the responsible and ethical use of technologies by adapting the functionalities of its tool (the sociogram) to respond to community needs. The inclusion of vulnerable children and at-risk students, without forgetting other so-called EBD and handicapped students, recent immigrants and those from diverse backgrounds, is part of the school's mission but remains a challenge due to the lack of training and resources available. How can research in the field of sociometry help support practice settings in this post-pandemic context where any children seem to have difficulties or even gaps in their social and emotional development? This article aims to deliver the fruit of a documented, supported and benevolent reflection.

Une étude de cas d’école inclusive

Philippe Tremblay and Marc Servant
In the context of this article, the process of implementation, institutionalization and systematization of an inclusive device of co-teaching will be analyzed by the case study of a Quebec secondary school. This school has gradually systematized total co-teaching in all Secondary 1 and 2 classes (in French, mathematics, and English) by reorganizing resources and redirecting the population of students with learning and/or adaptation difficulties (resource teacher, closure of special classes, end of external co-intervention, etc.). Based on classroom observations, semi-structured interviews with teachers and management, and focus groups with the school team, this article examines the inclusive process by analyzing it from the ten conditions of the Inclusive School (Tremblay, 2020).

L’interprétation des difficultés d’apprentissage en mathématiques : perspectives, défis, enjeux et liens avec le rapport à la diversité

Thomas Rajotte and Raphaëlle Dufour
In the field of mathematics, scientific writing essentially relates to two distinct perspectives on the problem of learning difficulties. The first perspective, which mainly regroups researchers from the cognitive sciences, is essentially centered on the identification and description of dysfunction specific to the student (Rajotte, 2014). Furthermore, the proponents of the second perspective, mainly attached to the field of research in didactics of mathematics, are more interested in the functioning of the didactic system in order to explain in which contexts emerge learning difficulties (Giroux, 2010). Although the scientific debates in the field have mainly opposed the proponents of these two interpretative perspectives, in recent years researchers associated with a third perspective have joined the discussion concerning the methods to be favoured to explain the learning difficulties (Rajotte et al., 2020). In complementarity with the foundations specific to the perspective of the didactics of mathematics, the posture adopted by the proponents of this third perspective, essentially grounded within the social sciences, highlights the importance of adopting an anthropological point of view making it possible to consider cultural variables in explaining students' difficulties in mathematics. This reflective text aims to support the development of inclusive education by highlighting the different issues, challenges and links between each of these three interpretative perspectives of learning difficulties in mathematics in their relationship to diversity.