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    Chapter 3 Representation of children with disabilities and cognitive justice in Haiti

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    Author(s)
    REGULUS, Samuel
    Language
    English
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    Abstract
    It is a well-known fact that the Haitian education system is marked by school segregation as a corollary of social segregation (Joint, 2008; Tardieu 2017; Abraham, 2019). This system of educational apartheid maintains the structural exclusion of disadvantaged and vulnerable children from quality education. In other words, it maintains the learning gap between children from urban and rural areas; between learners from upscale neighborhoods and those from slums; between those of 'well-educated' parents and those of uneducated and impoverished parents. But what about children with disabilities? What kind of reception or educational relationship is provided in the education system for children with physical disabilities or learning disabilities? The results of this research mainly revolve around four key notions, namely: social representations, the social model of disability, pedagogical relations and cognitive justice. They highlight the weight of the social representations of people with disabilities on the forms of educational relationships built and practiced at school. While expectations are high in terms of human resources and adapted teaching materials, this study reveals that all public education policies guided by the principles of inclusion and cognitive justice must act upstream on the underlying thought patterns. These constitute deep obstacles to the intellectual and social emancipation of children with disabilities.
    Book
    Disability, Diversity and Inclusive Education in Haiti
    URI
    https://library.oapen.org/handle/20.500.12657/60240
    Keywords
    Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Lainy, Rochambeau, Learning, Relationships
    DOI
    10.4324/b23239-6
    ISBN
    9781032389462, 9781032389479, 9781003347644
    Publisher
    Taylor & Francis
    Publisher website
    https://taylorandfrancis.com/
    Publication date and place
    2023
    Imprint
    Routledge
    Classification
    Education
    Educational psychology
    Educational strategies and policy: inclusion
    Pages
    27
    Public remark
    Funder name: USAID
    Rights
    https://creativecommons.org/licenses/by-nc-nd/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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