In times when the promotion of inclusive schooling figures in the political agenda of many educational systems in the world, and after half a century of scientific and sociopolitical controversies the question of the implementation of inclusive pedagogies and modes of school organisation is as vivid as ever. This article approaches issues pertaining to the implementation of inclusive education through a critical analysis of the sociopolitical and scientific foundations of inclusion. On this basis, we argue in favour of the integration of the question of effective educational practices in reflections about the development of inclusive pedagogies and modes of school organisation. Implications in terms of research and practice are developed. © 2013 Publié par Elsevier Masson SAS pour l'Association ALTER.
Bonvin, P., Ramel, S., Curchod-Ruedi, D., Albanese, O., & Doudin, P. A. (2013). Inclusion scolaire : de l’injonction sociopolitique à la mise en œuvre de pratiques pédagogiques efficaces. Alter, 7(2), 127–134. https://doi.org/10.1016/j.alter.2012.11.007