Accessibility or Reinventing Education

10 End User License Agreement

1 Chapter 8Table 8.1 The three ages/models of priority education policies

1 Chapter 1 Figure 1.1. Approaches to accessibility across educational policies (adapted fro...

2 Chapter 5Figure 5.1. Model for analyzing teachers’ gestures and postures in order to make...

3 Chapter 11Figure 11.1. Determinants of access. For a color version of this figure, see www...

1 Cover

2 Table of Contents

3 Title Page SCIENCES Education and Training , Field Director – Jean-Marc Labat Education and Society , Subject Heads – Géraldine Farges and Xavier Pons

4 Copyright First published 2021 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc. Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address: ISTE Ltd 27-37 St George’s Road London SW19 4EU UK www.iste.co.uk John Wiley & Sons, Inc. 111 River Street Hoboken, NJ 07030 USA www.wiley.com © ISTE Ltd 2021 The rights of Serge Ebersold to be identified as the author of this work have been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. Library of Congress Control Number: 2020946951 British Library Cataloguing-in-Publication Data A CIP record for this book is available from the British Library ISBN 978-1-78945-011-8 ERC codes: SH3 The Social World, Diversity, Population SH3_3 Social integration, exclusion, prosocial behaviour SH3_7 Social policies, welfare SH3_11 Social aspects of learning, curriculum studies, educational policies

5 Introduction

6 Begin Reading

7 List of Authors

8 Index

9 End User License Agreement

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SCIENCES

Education and Training , Field Director – Jean-Marc Labat

Education and Society , Subject Heads – Géraldine Farges and Xavier Pons

Coordinated by

Serge Ebersold

First published 2021 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.

Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:

ISTE Ltd

27-37 St George’s Road

London SW19 4EU

UK

www.iste.co.uk

John Wiley & Sons, Inc.

111 River Street

Hoboken, NJ 07030

USA

www.wiley.com

© ISTE Ltd 2021

The rights of Serge Ebersold to be identified as the author of this work have been asserted by him in accordance with the Copyright, Designs and Patents Act 1988.

Library of Congress Control Number: 2020946951

British Library Cataloguing-in-Publication Data

A CIP record for this book is available from the British Library

ISBN 978-1-78945-011-8

ERC codes:

SH3 The Social World, Diversity, Population

SH3_3 Social integration, exclusion, prosocial behaviour

SH3_7 Social policies, welfare

SH3_11 Social aspects of learning, curriculum studies, educational policies

Serge EBERSOLD

Lise, Conservatoire national des arts et métiers (CNAM), Paris, France

Accessibility is undoubtedly a unifying concept that makes it possible to understand the aggiornamento of the school system that accompanies the advent of a societal model that makes the uncertain individual a principle of social organization (Ehrenberg 1995) and knowledge the foundation of its economic and social development (Boltanski and Chiapello 2000). The accessibility of school environments is a social concept that has loomed over educational policies and, more generally, public policies for several decades now; specifically, the promotion of inclusive schools focusing on the well-being and success of every learner and ensuring, to this end, that they are receptive to the diversity of learners’ educational profiles, is at the heart of the democratization of European education systems and goes far beyond the issue of disability (Nesse 2012; Zay 2012).