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Table of Contents
1 Cover
4 Introduction I.1. The school, a vector of social protection because of its accessibility I.2. Accessibility: an imperative legitimized by a dedicated institutional framework I.3. An imperative subjected to orchestration by institutions I.4. An imperative promoting new normative standards I.5. References
5 PART 1: Accessibility as a Societal Imperative 1 The Accessibility Imperative: Outlines and Implications 1.1. Introduction 1.2. Accessibility, or school as a social protection vector 1.3. Accessibility, an imperative focused on the ergonomization of practices 1.4. An ergonomization of practices related to the fight against institutional discrimination 1.5. Accessibility, or the advent of new forms of normativity 1.6. Conclusion 1.7. References 2 Inclusion and Accessibility: 50 Years of Change1 2.1. Introduction 2.2. Developing a continuum of support for promoting accessible learning environments 2.3. Developing accessible learning environments; results of international case studies 2.4. Promoting accountable education systems supporting accessible learning environments 2.5. Conclusion 2.6. References 3 Accessibility Requirements and Evaluation Policies 3.1. Introduction 3.2. New governance of education systems based on performance and social justice 3.3. Evaluation: intellectual movements and political discourse 3.4. Assessment policies and the accessibility imperative 3.5. Conclusion 3.6. References
6 PART 2: How Do Schools Meet the Accessibility Imperative? 4 Educational Accessibility: A Catalyst for Innovative Practices 4.1. Introduction 4.2. The heuristics of innovative teaching practices 4.3. School environments and the pedagogical imperative of accessibility 4.4. Collaboration and accessibility: beyond “mainstream” and “special” 4.5. References 5 School Form and Pedagogical and Didactic Accessibilization 5.1. Introduction 5.2. Characteristics of the school form 5.3. Practical ways of making school situations more accessible 5.4. Elements for reflection on a model of analysis of teachers’ gestures and postures with a view to accessibilization 5.5. Conclusion 5.6. References 6 The Contribution of ICT to Accessible Learning Environments 6.1. Introduction 6.2. Clarifications on the terminology 6.3. ICT to develop accessible learning environments – more than a purchasing decision 6.4. Embedding ICT in educational organizations to promote accessible learning environments 6.5. The transformation of teaching 6.6. Learners becoming accountable for their learning 6.7. Conclusion 6.8. References 7 The Reconfiguration of the Teaching Profession within the Dynamics of Accessibility 7.1. Introduction 7.2. From the “special” professional to the educational accessibility professional 7.3. A new professionalism that reconfigures teaching legitimacy 7.4. New dimensions of the profession 7.5. Teachers’ requests and concerns 7.6. Conclusion: new issues, new questions 7.7. References
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