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The Revue internationale d’éducation de Sèvres, published by France Education International, is a French-language journal which provides a comparative approach in the field of educational policies and teaching practices. With more than 1,200 authors published from 120 countries on all continents, the journal has become an encyclopedia of education around the world, as well as a bridge between continents and cultures.
The journal has an international scientific board and an editorial committee, which convene at regular intervals. It publishes three issues a year for an audience of education policymakers and practitioners, as well as academics and researchers from various disciplines with an interest in education. Issues are organised around a central topic an also provide information and documentary resources on education systems.
The journal periodically organises international conferences to reflect upon major ongoing developments in the field of education across the world. These conferences are used to produce a special issue of the journal available in full access on OpenEdition.

Latest issue
92 | avril 2023
L’expérience du handicap à l’école

Experiencing disability at school
La experiencia de la discapacidad en la escuela
Edited by Abdeljalil Akkari and Jean-Claude Kalubi

The experience of disability in schools has been marked by a series of paradoxes and tensions over the past few decades. How does it vary according to the type of disability or national and sociocultural contexts? How does it fare in the face of collective ignorance? How can the actual practices implemented by schools, families and other partners promote objectives of integration at school and social inclusion? What language should be used? What to expect, in terms of practical arrangements and forms of support for the actors involved?
The articles in this special issue set out to examine education policies and the practices of teachers, stakeholders and professionals in eight education systems spread over four continents: Bulgaria, Canada, the Democratic Republic of Congo, Italy, France, Japan, Mexico and Zambia. These different case studies, alongside an interview with a leader of Humanity & Inclusion NGO (formerly Handicap International) and a bibliography, were chosen with a view to contribute to our thinking about what effective and tailored forms of support can be offered to students living with a disability.
Making schooling a positive experience for children and young people with disabilities is still a bumpy road in many contexts. All the authors in the dossier draw our attention to the importance of the socio-educational environment, which makes it possible or not for each child to reach their potential.

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