Translating inclusion for students with visual impairment and special educational needs in French-speaking Belgian school organizations

Authors

    Farah Dubois-Shaik

Published:

2022-11-21

DOI:

https://doi.org/10.52291/ijse.2022.37.41

How to Cite

Dubois-Shaik, F. (2022). Translating inclusion for students with visual impairment and special educational needs in French-speaking Belgian school organizations. International Journal of Special Education (IJSE), 37(2). https://doi.org/10.52291/ijse.2022.37.41

Abstract

The policy implementation of “reasonable adjustments”, a recent education inclusion policy that requires regular school and school governance to accommodate students with special needs, places the responsibility on several key actors, who become important gatekeepers in the process of enabling educational access (Charlier et al., 2019) to regular schooling and opportunities to students with special educational needs (Verhoeven & Dubois-Shaik, 2021). This paper tries to reveal in the Belgian french-speaking context, through discursive policy and narrative analysis (Czarniawska, 2004), how the inclusion policy is translated (Callon, 1987; Dubois & Vranken, 2012) for including a student with visual impairment in a regular secondary school. These sensitive negotiations take place in what we identify in this paper as a soft policy (Lawn, 2009).

Keywords:

Inclusion policy, Special educational needs, blindness, translation

Issue

IJSE Vol 37, No: 2, 2022

Volume 37, Number: 2, Year 2022 of International Journal of Special Education