Contributions from: Serge Wagner
Abstract
An experiment of total inclusion of two students with intellectual disabilities in regular class in the first grade of secondary school. The paper presents the environment in which the experiment took place, the project objectives, the school board philosophy, the subjects in which the students are included, the support offered to the teachers and to the partners of the experiment. Presentation is also made of the training and the follow-up with the teachers-director school team. The implementation process is also described. The mere dimensions measured are: the attitudes of the different agents, the teaching and class management abilities of teachers, their feeling of competency about inclusion, the interactions between the agents and the included student, the sociometric status of the included students, their social and school functioning, the selected inclusive conditions and modes of application, and finally, the parent's participation. The results indicate that inclusion can influence positively the school functioning of students with intellectual disabilities and that teachers' intervention is a key factor in the success of inclusion.
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