{"id":6646,"date":"2025-10-02T10:09:49","date_gmt":"2025-10-02T08:09:49","guid":{"rendered":"https:\/\/blog.insieme.ch\/?p=6646"},"modified":"2025-10-02T11:05:03","modified_gmt":"2025-10-02T09:05:03","slug":"vers-une-education-inclusive-dates-cles-et-perspectives","status":"publish","type":"post","link":"https:\/\/blog.insieme.ch\/fr\/petite-enfance-et-ecole\/vers-une-education-inclusive-dates-cles-et-perspectives\/","title":{"rendered":"Vers une \u00e9ducation inclusive : dates cl\u00e9s et perspectives"},"content":{"rendered":"

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Trois mod\u00e8les ont marqu\u00e9 l\u2019histoire de l\u2019enseignement sp\u00e9cialis\u00e9. Le mod\u00e8le s\u00e9paratif<\/strong> domine jusqu\u2019aux ann\u00e9es 1960. Il se caract\u00e9rise par la mise en place de classes sp\u00e9ciales pour les \u00e9l\u00e8ves consid\u00e9r\u00e9\u00b7e\u00b7s comme ayant des besoins particuliers.<\/p>\n

Le mod\u00e8le int\u00e9gratif<\/strong> cherche ensuite \u00e0 int\u00e9grer ces dernier\u00b7\u00e8re\u00b7s dans les classes ordinaires, en leur offrant un soutien personnalis\u00e9.<\/p>\n

Les ann\u00e9es 90 voient l\u2019\u00e9mergence du mod\u00e8le inclusif<\/strong>, qui vise \u00e0 cr\u00e9er un syst\u00e8me \u00ad\u00e9ducatif o\u00f9 l\u2019ensemble des \u00e9l\u00e8ves, quels que soient leurs besoins, sont accueilli\u00b7e\u00b7s avec des am\u00e9nagements appropri\u00e9s. Loin de se succ\u00e9der, ces trois mod\u00e8les coexistent.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/div>\n<\/div>\n


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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t1959\/60\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Entr\u00e9e en vigueur de la loi sur l\u2019assurance invalidit\u00e9 (AI)<\/strong><\/p>\n

Le droit \u00e0 l\u2019\u00e9ducation est garanti pour l\u2019ensemble des \u00e9l\u00e8ves. L\u2019AI prend en charge les offres de p\u00e9dagogie sp\u00e9cialis\u00e9e. Jusqu\u2019en 2008, les enfants en situation de handicap sont consid\u00e9r\u00e9\u00b7e\u00b7s comme des invalides mineur\u00b7e\u00b7s plac\u00e9\u00b7e\u00b7s sous la tutelle de la Conf\u00e9d\u00e9ration.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t1968\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Premi\u00e8re r\u00e9vision de l\u2019AI<\/strong><\/p>\n

Introduction de l\u2019\u00e9ducation pr\u00e9coce sp\u00e9cialis\u00e9e.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t1971\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Fondation du Service de l\u2019enseignement sp\u00e9cialis\u00e9 dans le canton de Vaud<\/strong><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t1978\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Exp\u00e9rience int\u00e9grative \u00e0 Sursee (LU)<\/strong><\/p>\n

Extrait de la revue insieme, alors \u00ab  Appell  \u00bb<\/em><\/p>\n

Dans les ann\u00e9es 60, l\u2019\u00e9cole sp\u00e9cialis\u00e9e de Sursee \u00e9tait dispers\u00e9e dans toute la ville […]. Le maire a alors propos\u00e9 d\u2019utiliser les salles de classe vides de la nouvelle \u00e9cole [ordinaire] de Kotten. Au d\u00e9but de l\u2019exp\u00e9rience, de nombreux enseignants de l\u2019\u00e9cole primaire ont \u00e9mis des r\u00e9serves […]. Les parents avaient peur que leurs enfants normaux se retrouvent dans la m\u00eame \u00e9cole que de tels \u00ab  d\u00e9biles  \u00bb.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t1980\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Sabine fr\u00e9quente l\u2019\u00e9cole enfantine ordinaire.<\/strong><\/p>\n

Extrait de la revue insieme, alors \u00ab  Appell  \u00bb<\/em><\/p>\n

Sa ma\u00eetresse t\u00e9moigne  :<\/p>\n

\u00ab  Pour moi, c\u2019est une exp\u00e9rience fascinante et Sabine fait aussi du bien aux autres enfants. Ils savent maintenant qu\u2019un enfant handicap\u00e9 n\u2019est pas simplement stupide ou dangereux et qu\u2019on peut jouer et parler avec lui tout au long de la journ\u00e9e.  \u00bb<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t1986\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Le Valais est le premier canton suisse \u00e0 se doter d\u2019une loi sur la p\u00e9dagogie sp\u00e9cialis\u00e9e.<\/strong><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t1989\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Dans l\u2019impasse de l\u2019int\u00e9gration<\/strong><\/p>\n

Extraits de la revue insieme, alors \u00ab  Appel  \u00bb<\/em><\/p>\n

\u00ab  Je suis infirme moteur c\u00e9r\u00e9bral depuis ma naissance et j\u2019ai suivi une scolarit\u00e9 normale dans une \u00e9cole sp\u00e9cialis\u00e9e. On s\u2019est aussi beaucoup moqu\u00e9 de moi et j\u2019en ai parfois souffert.  \u00bb<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tAnn\u00e9es 1990\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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R\u00e9formes de l\u2019\u00e9ducation dans plusieurs cantons<\/strong><\/p>\n

Elles entendent favoriser une approche inclusive, incluant des mesures pour \u00adint\u00e9grer les \u00e9l\u00e8ves avec des besoins \u00adsp\u00e9cifiques dans les \u00e9coles ordinaires.<\/p>\n

Fondation de plusieurs hautes \u00e9coles \u00adsp\u00e9cialis\u00e9es et hautes \u00e9coles p\u00e9dagogiques.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t1994\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Les structures de formation en mutation  : qui seront les \u00e9ducateurs de demain  ?<\/strong><\/p>\n

Extraits de la revue insieme<\/em><\/p>\n

Tout le monde s\u2019accorde \u00e0 reconna\u00eetre l\u2019utilit\u00e9, […] d\u2019une formation professionnelle pour accompagner des adultes handicap\u00e9s mentaux. Fili\u00e8re universitaire ou secondaire  ? [\u2026] La personne handicap\u00e9e mentale adulte n\u2019a pas \u00e9t\u00e9 consult\u00e9e sur la restructuration des fili\u00e8res de formation [\u2026]<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t1994\u200b\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Adoption par la Suisse de la \u00adD\u00e9claration de Salamanque (UNESCO)<\/strong><\/p>\n

Principe de \u00ab  l\u2019int\u00e9gration avant la s\u00e9paration  \u00bb. La d\u00e9claration valide la formulation \u00ab  besoins \u00ad\u00e9ducatifs particuliers  \u00bb.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t1995\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Entr\u00e9e en vigueur de la loi f\u00e9d\u00e9rale sur les hautes \u00e9coles sp\u00e9cialis\u00e9es<\/strong><\/p>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t1997\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Entr\u00e9e en vigueur en Suisse de la Convention de l\u2019ONU relative aux droits de l\u2019enfant (CDE)<\/strong><\/p>\n

La CDE pr\u00e9voit notamment un acc\u00e8s \u00e0 l\u2019\u00e9ducation pour les enfants en \u00adsituation de handicap.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t2004\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Entr\u00e9e en vigueur de la loi sur l\u2019\u00e9galit\u00e9 pour les handicap\u00e9s (LHand)<\/strong><\/p>\n

La LHand exige des cantons qu\u2019ils encouragent \u00adl\u2019int\u00e9gration des \u00e9l\u00e8ves en situation de handicap dans l\u2019\u00e9cole ordinaire par des formes de scolarisation ad\u00e9quates, pour autant que cela soit possible et serve le bien de l\u2019enfant (art. 20, al. 1 et 2, LHand).<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t2007\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Accord intercantonal sur la \u00adp\u00e9dagogie sp\u00e9cialis\u00e9e<\/strong><\/p>\n

Les cantons concordataires d\u00e9finissent l\u2019offre de base qui assure la formation et la prise en charge des enfants et des jeunes \u00e0 besoins \u00e9ducatifs particuliers, promeuvent l\u2019int\u00e9gration de ces enfants et de ces jeunes dans l\u2019\u00e9cole ordinaire et s\u2019engagent \u00e0 utiliser des instruments communs.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t2008\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Nouvelle p\u00e9r\u00e9quation financi\u00e8re<\/strong><\/p>\n

Retrait de la Conf\u00e9d\u00e9ration de l\u2019\u00e9ducation \u00adsp\u00e9cialis\u00e9e et cantonalisation de celle-ci. \u00adRenforcement du mouvement en direction d\u2019une \u00e9cole inclusive.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t2014\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Entr\u00e9e en vigueur, en Suisse, de la Convention de l\u2019ONU relative aux droits des personnes handicap\u00e9es (CDPH)<\/strong><\/p>\n

La CDPH impose un \u00adsyst\u00e8me \u00e9ducatif inclusif aux pays l\u2019ayant ratifi\u00e9e.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t2015\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Agenda de l\u2019ONU pour le d\u00e9veloppement durable<\/strong><\/p>\n

Son objectif 4 consiste \u00e0 \u00ab  assurer une \u00e9ducation de qualit\u00e9 inclusive et \u00e9quitable, et promouvoir les possibilit\u00e9s d\u2019apprentissage tout au long de la vie pour toutes et tous  \u00bb.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t2015\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Deux enfants genevois, deux int\u00e9grations scolaires<\/strong><\/p>\n

(Extraits de la revue insieme)<\/em><\/p>\n

\u00ab  On nous a d\u2019abord dit que tout serait possible. Et puis […], il a \u00e9t\u00e9 d\u00e9cid\u00e9 que Sacha ne serait int\u00e9gr\u00e9 qu\u2019\u00e0 50  %.  \u00bb<\/p>\n

\u00ab  Les gens du jardin d\u2019enfant connaissaient notre famille. Quand on a annonc\u00e9 son handicap, ils nous ont dit qu\u2019ils […] allaient accueillir Alexis.  \u00bb<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t2019\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Concept 360 \u00add\u2019accompagnement des \u00e9l\u00e8ves \u00e0 besoins \u00e9ducatifs particuliers (Vaud)<\/strong><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t2023\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Le co-enseignement inclusif, un pari sur l\u2019avenir  ?<\/strong><\/p>\n

Extrait de la revue insieme<\/em><\/p>\n

La pr\u00e9sence de deux \u00ab  ma\u00eetresses  \u00bb [dans la classe] est b\u00e9n\u00e9fique, puisque cela permet \u00ab  de mieux s\u2019occuper de nous  \u00bb, racontent plusieurs filles [\u2026]. L\u2019une t\u2019aide pour les tests et les dict\u00e9es  \u00bb, d\u00e9taille Isra \u00e0 sa camarade Hanna, dont les difficult\u00e9s d\u2019apprentissage  \u00bb ne sont pas une raison pour ne pas \u00eatre amies  \u00bb.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t2025\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h3>\n<\/p><\/div>\n
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Lancement d\u2019un grand sondage insieme<\/strong><\/p>\n

L\u2019enqu\u00eate vise \u00e0 conna\u00eetre les exp\u00e9riences et besoins des parents en mati\u00e8re de scolarisation inclusive.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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\n\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/div>\n<\/div>\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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