{"id":6108,"date":"2024-06-26T16:41:02","date_gmt":"2024-06-26T14:41:02","guid":{"rendered":"https:\/\/blog.insieme.ch\/?p=6108"},"modified":"2024-06-26T17:07:19","modified_gmt":"2024-06-26T15:07:19","slug":"non-lecole-inclusive-nest-pas-un-veritable-echec","status":"publish","type":"post","link":"https:\/\/blog.insieme.ch\/fr\/petite-enfance-et-ecole\/non-lecole-inclusive-nest-pas-un-veritable-echec\/","title":{"rendered":"Non, l’\u00e9cole inclusive n’est pas \u00ab un v\u00e9ritable \u00e9chec \u00bb"},"content":{"rendered":"

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Remettre en cause l\u2019\u00e9cole inclusive,\u00a0c\u2019est l\u2019une des propositions adopt\u00e9es par le PLR lors de son assembl\u00e9e des d\u00e9l\u00e9gu\u00e9\u00b7e\u00b7s du samedi 22 juin 2024, dans son papier de position sur l\u2019\u00e9cole obligatoire.<\/h4>\n

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Accompagn\u00e9e d\u2019une quinzaine de \u00ab  champs d\u2019action  \u00bb suppl\u00e9mentaires, visant \u00e0 rendre la scolarit\u00e9 \u00ab  \u00e9quitable et orient\u00e9e vers l\u2019avenir  \u00bb<\/a>, la\u00a0 prise de position du pr\u00e9sident du PLR Thierry Burkart est inacceptable. D\u2019autant plus si l\u2019on consid\u00e8re les r\u00e9flexions qui l’ont conduit \u00e0 celle-ci. Largement relay\u00e9es par la presse suisse<\/a> la semaine derni\u00e8re, elles montrent une profonde m\u00e9connaissance en la mati\u00e8re. Combler ces lacunes et r\u00e9tablir les faits est la responsabilit\u00e9 d\u2019insieme Suisse.<\/p>\n

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\u00a0L\u2019\u00e9cole inclusive est un v\u00e9ritable \u00e9chec\u00a0<\/strong><\/p>\n<\/blockquote>\n

La mise en \u0153uvre de l\u2019\u00e9cole inclusive est le fruit de dispositions contraignantes du droit international (art. 24 de la Convention de l\u2019ONU relative aux droits des personnes handicap\u00e9es<\/a>) et national (art. 8 de la Constitution<\/a> et art. 20 de la Loi sur l\u2019\u00e9galit\u00e9 pour les personnes handicap\u00e9es<\/a>). La priorit\u00e9 d\u2019une scolarit\u00e9 inclusive sur une scolarisation s\u00e9par\u00e9e a souvent \u00e9t\u00e9 confirm\u00e9e par le Tribunal f\u00e9d\u00e9ral<\/a>. Les cantons sont donc tenus d\u2019encourager l\u2019inclusion scolaire des \u00e9l\u00e8ves en situation de handicap, et de trouver des solutions ad\u00e9quates pour ce faire.<\/p>\n

Ainsi, le canton du Tessin a g\u00e9n\u00e9ralis\u00e9 les classes inclusives au niveau primaire depuis les ann\u00e9es 2010, sans impact n\u00e9gatif sur son syst\u00e8me scolaire. Selon les tests PISA<\/a>, les r\u00e9sultats des \u00e9l\u00e8ves tessinois\u00b7e\u00b7s sont m\u00eame en moyenne sup\u00e9rieurs \u00e0 ceux de leurs camarades du reste de la Suisse.<\/p>\n

Nombre d\u2019autres exemples prouvent que l\u2019inclusion scolaire fonctionne. C\u2019est notamment le cas dans cette classe vaudoise de 6P, qui a mis\u00e9 sur le co-enseignement<\/a>. Ou encore dans cette \u00e9cole de B\u00fcrglen (TG)<\/a>, o\u00f9 l\u2019ensemble de l\u2019enseignement primaire a \u00e9t\u00e9 repens\u00e9 en vue de l\u2019inclusion, y compris l\u2019organisation spatiale des classes.<\/p>\n

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Nombre d’exemples prouvent que l\u2019inclusion scolaire fonctionne en Suisse. \u00a9 insieme Suisse \/ Antoine Tardy<\/p>\n<\/div>\n

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La majorit\u00e9 des professeurs partage cet avis\u00a0<\/strong><\/p>\n<\/blockquote>\n

Dans la pratique, l\u2019inclusion scolaire peut impliquer des difficult\u00e9s pour le corps enseignant. Affirmer, sur la base d\u2019une \u00e9tude prenant en compte un seul canton, que la majorit\u00e9 des enseignant\u2219e\u2219s souhaite supprimer l\u2019\u00e9cole inclusive est toutefois erron\u00e9. En janvier 2023, le syndicat des enseignant\u2219e\u2219s
\nsuisse-al\u00e9maniques publiait ainsi une prise de position visant \u00e0 apporter son soutien renouvel\u00e9<\/a> \u00e0 cette derni\u00e8re.<\/p>\n

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Les \u00e9l\u00e8ves plus forts sont laiss\u00e9s pour compte\u00a0\u00a0<\/strong><\/p>\n<\/blockquote>\n

Les recherches<\/a> d\u00e9mentent cette fausse croyance qui, par crainte ou m\u00e9connaissance, est souvent mise en avant. Les \u00ab  \u00e9l\u00e8ves plus forts  \u00bb font les m\u00eames progr\u00e8s, ind\u00e9pendamment qu\u2019ils et elles fassent partie d\u2019une classe inclusive.<\/p>\n

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L\u2019important, c\u2019est que les enfants aient confiance en eux\u00a0<\/strong><\/p>\n<\/blockquote>\n

L\u2019inclusion permet de d\u00e9velopper les comp\u00e9tences scolaires des enfants vivant ou non avec un handicap. Des \u00e9tudes<\/a> mettent en avant ses b\u00e9n\u00e9fices sur le d\u00e9veloppement des enfants ainsi que sur le renforcement de comp\u00e9tences fondamentales pour la coh\u00e9sion sociale, telles que l\u2019altruisme et l\u2019empathie. Le d\u00e9veloppement de ces derni\u00e8res a assur\u00e9ment une influence positive sur la construction des enfants et leur confiance en eux.<\/p>\n

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M\u00eame avec plus de moyens, nous n\u2019aurions pas atteint les objectifs\u00a0<\/strong><\/p>\n<\/blockquote>\n

Le monde politique, dont le PLR, ne s\u2019est pas donn\u00e9 les moyens de ses ambitions. Une nette et urgente augmentation des moyens financiers allou\u00e9s \u00e0 l\u2019\u00e9cole inclusive est n\u00e9cessaire. Cela afin de permettre la cr\u00e9ation de nouveaux postes et l\u2019engagement de personnel sp\u00e9cialis\u00e9.<\/p>\n

Le manque de moyens allou\u00e9s aux \u00e9tablissements scolaires est pr\u00e9cis\u00e9ment le n\u0153ud du probl\u00e8me. Tout comme le peu de soutien accord\u00e9 au corps enseignant et \u00e0 l\u2019ensemble des sp\u00e9cialistes impliqu\u00e9s dans la scolarit\u00e9 inclusive. Transf\u00e9rer les budgets destin\u00e9s \u00e0 l\u2019\u00e9ducation sp\u00e9cialis\u00e9e \u00e0 l\u2019inclusion en milieu scolaire ordinaire est sans aucun doute un facteur de r\u00e9ussite de cette derni\u00e8re<\/a>.<\/p>\n

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En 2024, l\u2019inclusion scolaire ne doit plus \u00eatre une \u00ab  exp\u00e9rience  \u00bb pouvant \u00eatre remise en question en fonction des vues d\u2019esprits des un\u00b7e\u00b7s ou des autres. Ou pour servir des desseins politiques et des besoins d\u2019\u00e9conomie. Dix ans apr\u00e8s la ratification de la CDPH par la Suisse, il est temps que cette derni\u00e8re soit pleinement respect\u00e9e et mise en \u0153uvre. Oui, la transposition dans la r\u00e9alit\u00e9 de l\u2019\u00e9cole inclusive n\u00e9cessite des ressources et des moyens. Mais aussi une \u00e9coute et un soutien aux professionnel\u00b7le\u00b7s de l\u2019\u00e9ducation, trop souvent laiss\u00e9\u00b7e\u00b7s pour compte. L\u2019\u00e9cole inclusive ne doit pas \u00eatre rel\u00e9gu\u00e9e dans le futur  : elle doit se donner aujourd\u2019hui les moyens de ses ambitions.<\/p>\n

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