Η ένταξη των παιδιών με "αναπηρία" σε τυπικά σχολεία : μια νέα πρόκλησηPart of : Επιστήμες Αγωγής ; No.3, 2010, pages 51-56
In this article, I argue that 'inclusion' is not straightforward but represents a new challenge and the forging of new ways forward to transform schools and perceptions of difference. In other words, inclusion is a process of construction, and not something which can be simply 'delivered' or brought about. The analysis in this article is concerned with the French context. I try to draw out the contradictions between a commitment to integration, which has been officially recognized since the beginning of the 1980s, and the realities experienced by many parents, including the obstacles they come up against. Finally I suggest some ways forward in support of the changes which are necessary in the present situation.
ενταξιακή εκπαίδευση, παιδιά με αναπηρίες, Γαλλία