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1 1 These projects are funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to optimize schooling conditions for children and youth with disabilities as provided for in the Individuals with Disabilities Education Act (IDEA).
2 2 This fund provides financial support for projects aimed at improving teaching and learning practices, institutional reforms and lifelong learning.
1
The Accessibility Imperative: Outlines and Implications
Serge EBERSOLD
Lise, Conservatoire national des arts et mètiers (CNAM), Paris, France
1.1. Introduction
From a necessity related to the schooling of students with disabilities, the issue of accessibility has become an imperative, that is, a moral imperative, commanding the school system to be inclusive. This imperative enjoins the school to prevent all forms of exclusion by opening up to all students without distinction on the basis of origin, social background or health condition. It asks the school to place the student at the center of its concerns in order to be as close as possible to his or her rhythms, needs and expectations (Cartron 2013; Plaisance 2013, 2014; European Agency for Special Needs and Inclusive Education 2015). This transformation of accessibility into an imperative invites us not to be satisfied with the usual discursive uses of the term “accessibility” that are induced by the conditions of institutionalization of the field of disability (Ebersold 1997; Larrouy 2006). Following Durkheim, it reminds us that the organization of education systems is consubstantial with the representations that societies make of their cohesion and their adaptation to new conditions (Durkheim 2012).
As a result, the transformation of accessibility into an imperative invites us to associate it with an “official social image” (Castoriadis 1975), that is, with a mode of self-representation of society through which it asserts itself and its norms and values, and legitimizes ways of educating and, more generally, ways of making society. Indeed, the imperative of accessibility is consubstantial with a transformation of school culture. Countering the prejudice that there are a priori limits to the exercise of rights based on individual profiles, it reverses the normative frame of reference underlying school functioning
