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Accessibility or Reinventing Education


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teaching and learning strategies in order to make itself universally accessible to the greatest number of students and ensure it is adapted to the needs of each learner (UNESCO 2005; European Agency for Adapted and Inclusive Education 2015). Most OECD countries have thus reconfigured the pedagogical organization of schools around project-based approaches based on the personalization of pedagogical practices and taking into account the rhythms and needs of each learner. In the United States, the Individual with Disabilities Education Act (IDEA) requires that personalized schooling projects identify the conditions under which the curriculum will improve students’ academic, developmental and functional skills and facilitate the transition to post-school activities. According to the Student Achievement Report, the concern for individualization puts into perspective the contribution of exams, whose results provide information on students’ general performance to the detriment of their actual skills (IGEN 2005).

      This issue of singularization makes accessibility the means of responding to the challenges imposed by the growing presence of students who are out of step with the monitoring and learning standards produced by the school system (Beaud 2002). It aims to prevent the social vulnerabilities inherent in school failure and drop out by promoting an academic excellence that supports the weakest in acquiring a common base of knowledge and skills while encouraging the strongest to surpass themselves (OECD 1999; Thélot 2004). In contrast to the opposition that distinguishes the capable students from the incapable, this perspective prefers to distinguish the typical learner from the atypical one, whose incompleteness requires the mobilization of resources to support their potential in order to provide them with the resources needed to overcome, if necessary, the difficulties they face in fitting into their environment (Ebersold 2019). This is leading UNESCO’s International Standard Classification of Education (ISCED) to redefine the understanding of educational difficulties. Instead of the ineducability suggested by an essentialist vision of these difficulties, it suggests a developmental perspective relating them to a particular educational need, that may be more or less complex, which can be met through an accessibilization of the school environment targeting the singularity of individual dynamics in distinct approaches with an overarching aim (UNESCO 1997). This shift in perspective thus calls for priority attention to be given to learning processes and their contextualization in order to examine the conditions that enable vulnerable learners, such as those with an intellectual disability, to acquire skills in reading and arithmetic as well as social and emotional competencies (INSERM 2016).

      1.3.1. Preventing vulnerabilities through a universal approach to accessibility

      1.3.2. An integrated approach to accessibility targeting the fight against educational failure