par Tremblay, Philippe 
Référence Revue française de pédagogie, 179, 2, page (63-72)
Publication Publié, 2012
Référence Revue française de pédagogie, 179, 2, page (63-72)
Publication Publié, 2012
Article révisé par les pairs
| Résumé : | This article compares the effectiveness of two educational schemes (inclusion and special needs education) intended for pupils with learning troubles or difficulties. Twelve inclusive classes (experimental group) and thirteen special needs classes (control group) took part in the research. Findings reveal that there are few differences between the two schemes in terms of pupils and the resources allotted to them. However, major differences concern teaching effectiveness, mainly in reading and writing. Overall, the inclusive scheme is more effective than the special needs approach.quality of education, inclusive education, separate special education, learning difficulty, special needs education. |
