School Career and Inclusive School between Breaks and Continuities in Children and Adolescents Suffering from a Disabling Disease

Patrice Bourdon
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Patrice Bourdon: Ph.D. in Educational Sciences, University of Nantes - Ecole Supérieure du Professorat et de l'Education (ESPE), Centre de recherche en éducation de Nantes - CREN EA 2661, France

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2018, vol. 10, issue 4, 265-281

Abstract: The schooling of students with health problems (cancer, disabling illness, accidents, etc.) is severely disrupted both in terms of disruptions to schooling and in terms of learning challenges with uncertain time horizons. The schooling systems dedicated to this public, sometimes in a situation of disability, are articulated and complement each other so as to maintain an inclusive school career with and in spite of situations of rupture. The link between school stakeholders, parents and hospital professionals is essential and is based either on existing institutional frameworks (hospital education systems, home schooling, regulatory texts, specific financial resources, distance education, etc.) or on resources created according to individual situations and emerging needs in the context. So the central question of this communication could be declined as follows: to what extent does the complementarity of actors and special teaching arrangements allow inclusive schooling when breaks are strongly present and the risks of exclusion are at the heart of the issues?

Keywords: school career; children with health problems; inclusive school (search for similar items in EconPapers)
JEL-codes: A23 (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:10:y:2018:i:4:p:265-281

DOI: 10.18662/rrem/87

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