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What is inclusive education?

“Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school.”(1)

What does this really mean? It’s simple.

All children can learn, but all children learn differently. Every child should attend mainstream school in a common learning environment with their same-age peers regardless of perceived ability or level of disability. All children benefit from inclusive education because all children belong.

One of the most important features of inclusive schools is that all students of different abilities are taught in a common learning environment for the majority of regular instruction hours. In other words, simply housing children with disabilities in the same school building as their peers but keeping them segregated for the majority of the day does not count as inclusive education. Curriculum development that assumes competence and sets high standards for all students while developing learning goals that are in accordance with each child’s abilities is a key feature of inclusion. The cookie-cutter approach to teaching and learning is obsolete. Children do not all need to have the same educational goals to learn and grow together in a regular classroom.

We must shift the perspective from how to best educate children with disabilities to how to best educate all students in the same environment in ways that are meaningful to all. Inclusion is about considering the whole child, from academics to emotional intelligence, social skills, and more, and finding ways to include every student in the classroom. All aspects of the school environment must be considered, from the physical school building, to teacher training and support staff, curriculum design and implementation.

But does it work?

One of the most frequent sentiments expressed when inclusive education is discussed is that of “It sounds great, but does it actually work?” 

The short answer is YES, and there is over 30 years of research to back it up. 

A common fear of opening up classrooms to children with disabilities or behavioural concerns  is that their needs will affect the learning environment and negatively impact the academic achievement of their peers. This has been proved to be false several times over. A 2013 study compared the achievement of 202 low, average, and high achieving students in classrooms in which students with disabilities were present, and an equal number of students in classrooms where they were not. There was no significant difference in the academic achievement progress of any of the students from classrooms with or without inclusion of disabled students.(2)  

Earlier research found similar results. In 2007, researchers from the University of Manchester systematically reviewed a set of studies from 26 studies from the United States, Australia, Canada, and Ireland, and found that 81% of study findings indicated that nondisabled students either experienced no effects (58%) or experienced positive effects (23%) on their academic development as a result of being educated alongside students with disabilities,”(3)

The impact on disabled students when included in mainstream classrooms was overwhelmingly positive from an academic and social standpoint. A study of over 1300 students within 180 school districts in the United States showed a strong relationship between the amount of time spent in general education classes and achievement in math and reading. A different study looking at the outcomes of 11,000 students in the United States showed that regardless of disability, more time spent in a general education classroom correlated with fewer absences, fewer referrals for misbehavior, and more post-secondary and employment options.(4)

What are the benefits of inclusion for all children?

As most school brochures will tell you, school is about more than just academics. It is  a place to learn to be part of a community, to make friends, and to learn the rules of society. Schools offer activities outside the classroom such as sports, artistic activities, field trips, and other social activities that are often off-limits to children in segregated special education classrooms. Likewise, inclusive education practices result in benefits that extend beyond that of academic achievement. For ALL children, the benefits of inclusion include: opportunities for diverse friendships, improved social skills and wider social networks, peer modeling that works both ways, problem solving skills, positive self-image, acceptance and respect for others, increased understanding and acceptance of difference, shared learning opportunities, and better readiness for inclusion outside of the school environment.(5)

If one of the functions of school is to prepare children for life in society as adults, the importance of inclusion for all becomes even more apparent. If disabled individuals are segregated in the mainstream education system as children, what place is there for them in society as adults? Inclusive education prepares all students for adult life in an inclusive society, by affirming that disabled individuals are full members of society with their own individual strengths, weaknesses, needs, and gifts to offer the world just like their non-disabled peers. When every individual is supported to achieve their full potential, everyone benefits.

Resources

Kathleen Sperduti

Kathleen Sperduti is a wife and mother of two boys, Xavier and Etienne. A former high school teacher, she currently works freelance part-time and dedicates the rest of her time to supporting EKIPP and the families it serves.

Erin Reeser

Erin Reeser is a wife and mother of two children, Lucie and Felix. She works full time in study abroad and dedicates the rest of her time to supporting EKIPP and the families it serves.

EKIPP

EKIPP–Extraordinary Kids in Paris…and their Parents too! is now an advocacy and support network for anglophone and multilingual individuals and families of children with complex learning, medical, or physical needs. We celebrate diversity in all its forms. More importantly, it is a lifeline for parents like us, looking for social connections for themselves and their children. The best part? Through EKIPP, we have found our tribe.

Reading with your children in English (or any other language)

A consideration unique to non-French parents living in France is how to teach their children to read in their “other” native language. For Anglophones, there are many bilingual schooling options available, but these may not be practical or affordable. So how do you help develop and maintain reading in both languages at home? 

One of the most important factors in developing bi-literacy is the learner’s desire to read. Observing family members reading and providing appealing material will stimulate this desire. We begin reading to and with our children when they are young. We share this pleasure with them as they mature; reading and discussing with them as literature choices become more complicated.  If you continue reading to your children when they are able to read by themselves you will continue to improve and develop their vocabulary. 

Get Dramatic

If the child is speaking English, French reading skills can usually easily transfer to English. While reading a story with your child, invite her to participate in a reading dialogue with you. For example, ask the child to read a well-known line “The smallest one was…Madeline,” (from Madeline by Bemelmans), “But he was still hungry” (from The Very Hungry Caterpillar by the late great Eric Carle), or a character’s speech like “Who’s been sleeping in MY bed?” or “Grandmother, what big eyes you have!” Ask them to “replay” the text (to reinforce the vocabulary) louder or in a frightened voice. 

Focus on a Few Sight Words

There are about 200 common English words that can be mastered by “sight.” These frequently encountered words are not easily “sounded-out” and therefore need to be recognized on sight; for example, “the”, “one”, “through”, and “said” are common words but are phonetically challenging to a new reader. Introduce and reinforce these words in tiny reading doses, for example, by leaving notes to motivate your children to read them.

Keep a white board for drawing and jotting messages to and from your family

1. Brush teeth
2. Put away clothes. Thank you – from Mom
3. Get dressed
   (NB. The more challenging word – clothes – is in the middle. This gives context to help them figure it out.)

Progress from simple terms such as “pick up/put away” to “straighten up.” Use simple words like “mom” before “mother.” “Your allowance has been raised,” or “You can eat these cookies for your snack,” might get more attention than “Make your bed,” despite the more complex language. Use familiar vocabulary.

Place Post-It Notes all Over the House

Plaster the toilet wall, their bedroom door and your refrigerator with posters, bumper stickers, silly greeting cards or cartoons with simple short captions. Hide notes in incongruous places (“Smile, my pretty girl” on her bathroom mirror; “Good night, my love” under his pillow).

Write Together

Another way to reinforce reading vocabulary is to sit together at a computer. You type as your child dictates a story or a thank you letter to grandma. Reading is an intermediary step between speaking and writing. While they scan the screen reading their own text to make sure you don’t make mistakes, they will learn reading and spelling.

Show them all the interesting things to read around them

Incite your kids to decipher the English around them. Point out all the languages on cereal packages, the instructions to a game, on billboards. Subscribe to magazines about their favorite hobby that can be casually perused. Advertisements and cartoons may provide opportunities to explain embedded contextual cultural clues. While cooking together, ask them to help read the next ingredient in a recipe. Ask the child to supply captions to vacation photos in an album.

Read Together

You might want to try reading a bedtime story up to a significant moment in the plot, then leave the book on the night table. Your child might continue to read ahead after you turn out the light and tell them to go to sleep. Discuss what you are reading during meals.

You can complete your child’s language acquisition by continuing to enjoy reading together as their own skills develop. Reading is an individual affair but can be shared and reinforced within the family at all ages.

Janine Brimbal

Ms. Brimbal found an early connection to linguistics and non-verbal communication. Love of great literature qualified her as a Title I resource teacher. While clowning around the nation’s capital disguised as a bear or the tap-dancing-Empire-State-Building, she taught drama at the Smithsonian Institution and participated in performing arts educational research and training projects. She used Contact Improvisation to develop Wheelchair Dance with adults, and is proud to have participated in the passing of the Americans With Disabilities Act and directed a project to assist in the integration of children with disabilities.  

Fortuitously performing at the Alternative Theatre Festival in Nancy, she found herself in France, and the food convinced her to stay. She directed a local ���⳦é�� theatre group for 17 years and has published articles on drama and disability in a number of international publications. Currently retired and the mother and grandmother of brilliant researchers, Janine is thrilled to contribute to 91��Ƶ in any way.

What would you like to know about the French system of education?

Here’s a brief description for you of its background, its structure, and some of its important characteristics, just as an introduction.

French education, like that in other countries, is struggling greatly to cope with the current pandemic. Its functioning is in enormous upheaval. Its very remaining open is problematic and controversial, and organization of instruction in safe conditions is an ongoing challenge. The information in this article describes the system as it operates under normal circumstances  (which may be a long time in returning) but it should help nevertheless to understand the underlying nature of the system.

You should know that in its organization and administration, the French system of education is very different from that of the U.S. and of some other English-speaking countries. It provides a striking contrast for Americans, who have no centralized Ministry of Education, but rather 16,800 or so basically autonomous school districts run by locally elected school boards, and even differing regulations from state to state. The centralized French approach to education stems, of course, from a long overall tradition of centralized government, and was designed to ensure at least é����������é to French citizens by providing free, universal instruction accessible to all.

In France, the centralized public school system is under the supervision of the Ministry of National Education, Youth, and Sports.  It is for all intents and purposes the same everywhere, including overseas, except for minor differences due to local conditions or constraints. There is a national curriculum with national exams. Teachers must obtain national certification, and belong to a national corps of civil servants.

Like other educational systems in the developed world, the French system has of course to cope with a number of concerns, including the very serious problems of violence and substance abuse in some schools, problematic math and reading levels, teacher training and absenteeism, and the competition with the internet, phones, and TV for students’ interest and time.

There is concern about anxiety and depression among students. There are naturally periodic complaints about all these issues, and calls for reform of various kinds which successive Ministers of Education have tried to deal with, with varying success.

Nevertheless, you will see that the French system has an intellectual and educational tradition of quality and high standards, of which the country is generally proud. Its graduates are highly regarded throughout the world.

16 Key Characteristics of the French Educational System

1. Most notably, its extreme centralization with national curricula, exams, and corps of civil servant teachers, plus inspectors.
2. Longer school days and more vacation days than in most other European countries. The total number of school hours in the year is, however, roughly the same.
3. The stress on the secular character of public education, a principle held very strongly by government and educational authorities. This has, for example, led to a national problem concerning the wearing of a Muslim head veil to school, which has been basically forbidden by authorities. The argument is that all conspicuous apparel of a religious nature ought not to have any place in the secular schools where everyone should be equal and neutral. There is a refusal of what they call communitarisme, or the juxtaposition and delineated coexistence of identifiable ethnic or religious communities, as in the US.
4. The importance of education to the French public. The bac is a sacred institution, a matter of public interest. The press covers the topic extensively, and the actual exam questions are announced to the public nationwide after the exams. In late August and early September, the whole country prepares for the Rentrée Scolaire, with considerable press and TV time devoted to the return of the country’s youngsters to school.
5. An emphasis on abstract thought. The French primary curriculum tends to deal with abstract concepts in math and grammar sooner than in other countries. The four hour-long bac essays in French and philosophy ask abstract questions like, “Can philosophy get along without a reflection on science? Or “Is human freedom limited by the necessity to work?” or “How does one recognize that an event is historic?” (These are actual philosophy bac questions.)
6. A tradition of the transmission of knowledge, the cerebral duty of teachers to instruct, not educate in the most comprehensive sense. In connection with this, secondary teachers mostly come to school for their 16-18 hours of class, but do not have to be in school otherwise. Monitoring of halls, classes, cafeterias, and recreation areas is done by surveillants hired expressly for that purpose, since it is not considered part of a secondary teacher’s job.
7. A relatively elitist approach, and accompanying this, a tendency toward individual competition and achievement. One of the areas where teaching practice has evolved most in the last couple of decades is the inclusion of small group work and team projects to teach students how to work together cooperatively.
8. Early orientation at the end of the ninth year into the type of study a student will follow, as contrasted with the American system, in any case, when this is still the beginning of high school and choices remain open.
9. A tradition of rigor and clear thought in presentation of ideas. A noted French philosopher Alain, said, “L’homme se forme par la peine”, that is, “man is formed through effort” and this idea has always been present in French educational circles. Learning is not generally expected to be fun.
10. A certain reliance on rote learning and lectures, despite much change in teaching practice in general. One of the areas where teaching practice has evolved most in the last couple of decades is the inclusion of small group work and team projects to teach students how to work together cooperatively.
11. A generally large number of subjects studied, at all levels of schooling, and relatively few options as opposed to compulsory subjects, especially for the bac. The role of math is especially important in French education and is the fundamental means of selection of the best students.
12. Relatively short shrift given to the arts, except when chosen as an optional subject in the ���⳦é��. Students may get only an hour a week of music or art in early secondary school, and none later. The existence of the outside network of arts possibilities means that those who have the interest and the means tend to pursue the arts outside of the school setting.
13. Sports practiced outside of school in community teams rather than school ones. Sports are available to varying degrees to French students, but this is definitely not a sports-oriented educational culture.
14. A marking scale from 1-20. The passing mark is 10, thus a little lower than in other marking systems.
15. Absolute marking standards, making it possible to have a whole physics class with marks below the necessary required average and severe marking practices. Giving low grades is sometimes considered to be a way of motivating students to do better. ��ǰ�������é��, or corrected answer sheets, are often given out after exams, including literature essays, to indicate what should have been the answers or key points treated.
16. Several parents’ associations with links to major political factions. Sometimes representatives of several associations attend the same class council meetings.

Key figures:

• 535 overseas schools under the French system, located in 139 countries.
• 28 regional administrative districts (Academies) headed by Recteurs
• Schooling is free and compulsory from 3 to 16 years of age.
• Of France’s 67 million residents, 13 million are children in primary and secondary schools, and over 800,000 are teachers.
• About 17% of schools are private.
• Approximately 97% of these private schools are under contract (contrat d’état) with the Education Nationale, which requires that their school programs be identical to those in the public system, in exchange for a substantial subsidy. These schools are largely Catholic.

Nancy Willard-Magaud holds degrees from Wellesley College and Yale University. Formerly Director of the American Section of the Lycée International de St. Germain-en Laye, she helped to create the American Option of the French Baccalauréat (OIB) and served as its Inspectrice Générale Déléguée (head moderator). Her three sons attended French schools and American and French universities. She has been awarded the Palmes Académiques for her service to French education and culture and is currently special consultant to the English-Language Association of France (ELSA-France).