Kamilla Khamzina (MC, PSITEC, Universite Lille), Camille Legrain (doctorante, PSITEC, Universite Lille), Olivier Kheroufi-Andriot (MC, EFTS, Université de Toulouse), Caroline Desombre (PR, PSITEC, Universite Lille), Sandrine Rossi (PU, LPCN,Université de Caen Normandie), Federica Cilia (MC, CRP-CPO, Université Picardie Jules Verne), Nicolas Guirimand (MC, CIRNEF, Université Rouen Normandie) & Célénie Brasselet (MC, PSITEC, Universite Lille) ont publié un nouvel article dans la revue European Journal of Special Needs Education.
Khamzina, K., Legrain, C., Kheroufi-Andriot, O., Desombre, C., Rossi, S., Cilia, F., … Brasselet, C. (2025). Comparing attitudes towards inclusive education: a mixed methods study of French teachers and paraprofessionals. European Journal of Special Needs Education, 1–19. https://doi.org/10.1080/08856257.2025.2544035
Abstract
The successful implementation of inclusive education is influenced by various factors, among which individual attitudes towards inclusive education. While much of the existing literature has focused on teachers’ attitudes, less attention has been given to the attitudes of various health and social professionals such as psychologists, specialist educators, nurses, speech therapists and other professionals working in medical-educational settings. This study seeks to examine and compare attitudes towards inclusive education among French teachers and paraprofessionals using both quantitative and qualitative research methods. Findings from an online survey and semi-structured interviews indicate significant differences between the groups, with paraprofessionals demonstrating more favourable attitudes towards the inclusion of students with special educational needs. These attitudinal differences are discussed in relation to the cognitive, behavioural and emotional components of the attitude construct, along with their implications for the successful implementation of inclusive education.
Il est consultable via ce lien : https://doi.org/10.1080/08856257.2025.2544035
Celui-ci a été publié dans la revue European Journal of Special Needs Education (IF : 1.6) une revue qui reflète le dynamisme de la théorie et de la pratique de l’éducation spécialisée, telle qu’elle émerge à l’échelle mondiale.
Sandrine Rossi est professeure au LPCN, elle s’intéresse au développement cognitif de la pensée chez l’humain, au processus d’autorégulation et à la métacognition. Elle est directrice adjointe du LPCN et fait partie de la direction de l’INSPE Normandie Caen. Elle est impliquée dans le programme de recherche SCOPE au LPCN.
