[ LES BASES SCIENTIFIQUES DE L’EDUCATION INCLUSIVE ]
Volume 40, Issue 2, January 2019, Pages 316–325
Eugene UCOUN KENO UPOLWUN1 and STANISLAS BOGOY NANGAMA2
1 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
2 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Several educational approaches are applied in educating disabled people. Notably: separated or discriminatory education, incorporated classes within ordinary schools and inclusive education. Many Congolese educative operators advocate that there is no way to educate together invalids and valids in ordinary classes. Hence they ignore new theories of reference which sustains integrative or inclusive education. This article is updated in order to enlight and to enable them with useful information related to scientific basics of this new approach. We think that DRC needs this information to realize its objective of education for all to what it has subscribed for several decades.
Author Keywords: educational approach, scientific basics, education for all, educating disabled, separated education, incorporated classes, new theories of reference.
Volume 40, Issue 2, January 2019, Pages 316–325
Eugene UCOUN KENO UPOLWUN1 and STANISLAS BOGOY NANGAMA2
1 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
2 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Several educational approaches are applied in educating disabled people. Notably: separated or discriminatory education, incorporated classes within ordinary schools and inclusive education. Many Congolese educative operators advocate that there is no way to educate together invalids and valids in ordinary classes. Hence they ignore new theories of reference which sustains integrative or inclusive education. This article is updated in order to enlight and to enable them with useful information related to scientific basics of this new approach. We think that DRC needs this information to realize its objective of education for all to what it has subscribed for several decades.
Author Keywords: educational approach, scientific basics, education for all, educating disabled, separated education, incorporated classes, new theories of reference.
Abstract: (french)
Plusieurs approches éducatives sont d’application dans l’éducation des personnes en situation de handicap à savoir, l’éducation séparée ou ségrégée, les classes incorporées dans des écoles ordinaires et l’éducation inclusive. Beaucoup d’opérateurs éducatifs congolais affirment qu’il est impossible de faire étudier les « invalides » et les « valides » ensemble, dans des classes ordinaires. Ils ignorent les nouvelles théories de références qui sous-tendent l’éducation intégratrice. Pour les éclairer, il est urgent qu’on leur apporte les informations utiles sur les fondements scientifiques de cette approche. en La RDC en a besoin pour réaliser l’objectif de l’éducation pour tous à laquelle elle a souscrite depuis plusieurs décennies.
Author Keywords: éducation inclusive, bases scientifiques, éducation pour tous, approches éducatives, éducation séparée, classes incorporées, théories de référence..
How to Cite this Article
Eugene UCOUN KENO UPOLWUN and STANISLAS BOGOY NANGAMA, “INCLUSIVE EDUCATION’S SCIENTIFIC BASIS,” International Journal of Innovation and Scientific Research, vol. 40, no. 2, pp. 316–325, January 2019.
