individualism legitimizes and reproduces them: it reserves the most successful forms of differentiation for pupils with the strongest guarantees of “schoolability”; it demotes those who find themselves in the opposite camp to resorting to interstitial arrangements with uncertain effects on capacity-building or to the substitute forms of provision provided by special schools.
This book invites us, as proposed in Chapter 11, to relate the imperative of accessibility and, correlatively, the promotion of an inclusive school to the system of signs and symbols that make up its grammar. Respecting this grammar establishes the social possibilities that define “accessibility” or, conversely, “inaccessibility” and conditions the performative effect of the semantics of accessibility. This performative effect resides in the articulation of three notions generally used to qualify the accessibility imperative (access, accessible and accessibilization) to distinguish between what comes under the redefinition of the economy of obligations, what is part of the reorganization of the social contract linking societies to their members, and the rationalities presiding over the advent of new forms of normativity. This distinction associates the notion of access to to forms of social visibility made possible by access to a place, to learning, that is the patterns of belonging that individuals derive from it. It consequently relates the accessible to the social legibility of practices and to the resulting forms of commitment to the common good that individuals impose on themselves because of the accessibility of school and social environments. Such accessibility is inseparable from the accessibilization strategies developed by stakeholders to institutionally, organizationally, functionally and socially legitimize the principles claimed by the accessibility imperative. In other words, if access to requires accessible school environments, the latter derives from the accessibilization of school environments through the creation of a symbolic and practical framework that allows the legitimization and, thereby, the operationalization of the principles claimed by the accessibility imperative.
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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