View in EDS

How Do French Teachers Understand Inclusive Education and Its Implementation?

Saved in:
Bibliographic Details
Title: How Do French Teachers Understand Inclusive Education and Its Implementation?
Language: English
Authors: Anne-Laure Perrin (ORCID 0000-0001-6706-0639), Mickaël Jury (ORCID 0000-0003-2004-6682), Desombre Caroline (ORCID 0000-0002-6912-2669)
Source: European Journal of Special Needs Education. 2025 40(3):409-423.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Inclusion, Special Needs Students, Knowledge Base for Teaching, Foreign Countries, Teacher Attitudes, Teaching Methods, Politics of Education, Educational Finance, Barriers, Students with Disabilities
Geographic Terms: France
DOI: 10.1080/08856257.2024.2372965
ISSN: 0885-6257
1469-591X
Abstract: While inclusive education is widely promoted around the world, the meaning assigned to it remains ambiguous. Regarding that different interpretations have implications for teachers' attitudes and behaviours, those interpretations could possibly exert influence on the inclusive school implementation by teachers. The present study sought to identify how French teachers define inclusive education, as well as the reasons they perceive as justifying its implementation. To this purpose, 251 teachers completed an online questionnaire. The results show that teachers' harbour wide-ranging definitions, with a significant proportion viewing inclusive education as being rooted in an integrative approach (i.e. school viewed as the welcoming place of Special Educational Needs (SEN) students before being the place of their education). Moreover, teachers' perceived reasons, while mainly based on universalist concerns, also often cite non-student-centred aspects like political strategies or material aspects such as funding. The results of this study may help to understand why difficulties persist in the implementation of inclusive education in France and likely abroad as well.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473243
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1473243
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: How Do French Teachers Understand Inclusive Education and Its Implementation?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Anne-Laure+Perrin%22">Anne-Laure Perrin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6706-0639">0000-0001-6706-0639</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mickaël+Jury%22">Mickaël Jury</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2004-6682">0000-0003-2004-6682</externalLink>)<br /><searchLink fieldCode="AR" term="%22Desombre+Caroline%22">Desombre Caroline</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6912-2669">0000-0002-6912-2669</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Special+Needs+Education%22"><i>European Journal of Special Needs Education</i></searchLink>. 2025 40(3):409-423.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/08856257.2024.2372965
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0885-6257<br />1469-591X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While inclusive education is widely promoted around the world, the meaning assigned to it remains ambiguous. Regarding that different interpretations have implications for teachers' attitudes and behaviours, those interpretations could possibly exert influence on the inclusive school implementation by teachers. The present study sought to identify how French teachers define inclusive education, as well as the reasons they perceive as justifying its implementation. To this purpose, 251 teachers completed an online questionnaire. The results show that teachers' harbour wide-ranging definitions, with a significant proportion viewing inclusive education as being rooted in an integrative approach (i.e. school viewed as the welcoming place of Special Educational Needs (SEN) students before being the place of their education). Moreover, teachers' perceived reasons, while mainly based on universalist concerns, also often cite non-student-centred aspects like political strategies or material aspects such as funding. The results of this study may help to understand why difficulties persist in the implementation of inclusive education in France and likely abroad as well.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1473243
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1473243
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/08856257.2024.2372965
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 409
    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Knowledge Base for Teaching
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Politics of Education
        Type: general
      – SubjectFull: Educational Finance
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: France
        Type: general
    Titles:
      – TitleFull: How Do French Teachers Understand Inclusive Education and Its Implementation?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Anne-Laure Perrin
      – PersonEntity:
          Name:
            NameFull: Mickaël Jury
      – PersonEntity:
          Name:
            NameFull: Desombre Caroline
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0885-6257
            – Type: issn-electronic
              Value: 1469-591X
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: European Journal of Special Needs Education
              Type: main
ResultId 1