L’article propose une analyse sociologique des expériences des enfants sourds et de leurs parents, en mettant l’accent sur les processus de normalisation à l’œuvre dans leur quotidien. Il vise à comprendre, à partir de données d’enquête qualitative, l’émergence et la production de la normalité à travers le travail de normalisation effectué par des acteurs. L’analyse met en lumière le caractère collectif et inégalement partagé de ce travail, ainsi que ses différentes modalités: de la négociation à la redéfinition collectives des pratiques quotidiennes, en lien avec leur fondement audiocentrique, sans oublier la normification produite par des enfants eux-mêmes. Cette étude offre ainsi une réflexion sur la production de la normalité au quotidien, soulignant l’importance de considérer les expériences des enfants sourds et de leurs familles dans leur globalité et à travers différents lieux de vie.

Despite the goals for health and rehabilitation under the United Nations Convention on the Rights of Persons with Disabilities, individuals with disabilities face higher illness rates, leading to increased health care needs including medical rehabilitation. However, limited evidence exists on targeted rehabilitation among people with pre-existing disabilities who require medical rehabilitation due to a secondary illness, comorbidity, or accident. Our aim was to identify needs for, and barriers towards, successful medical rehabilitation among this population. We conducted a scoping review on medical rehabilitation for working-age individuals with pre-existing disabilities, including all study designs, types of literature and publications in German and English. From 12,112 records identified, only 12 met our inclusion criteria. Main topics were rehabilitation needs, assessment and outcome-measurement, access to medical rehabilitation, attitudes towards people with disabilities, conception of rehabilitation services and communication, information and cooperation. The review work was challenged by inconsistent definitions of disability and rehabilitation. Evidence on how best to provide medical rehabilitation for people with pre-existing disabilities remains limited.

Cet article vise à expliquer l’histoire des Cordées – type d’échanges épistolaires entre personnes en grande dépendance pour les actes de la vie quotidienne – impulsées et structurées au sein de l’APF France Handicap à partir de 1932 et ayant encore cours aujourd’hui. Le matériau analysé est composé de lettres et d’interviews de cordistes, d’articles issus de la revue Faire Face et de la newsletter l’Edelweiss. Ces données ont permis de remonter aux origines des Cordées et de proposer une présentation en quatre étapes de leur évolution: le recours aux cahiers circulants, la structuration des cordées en parallèle d’une croissance puis d’une décroissance du nombre de cordistes, la transformation de la composition sociale des cordées avec l’ouverture aux personnes valides et proches aidants, et, enfin les cordées d’aujourd’hui avec le passage au numérique, une diversification thématique et une décroissance importante du nombre de cordistes.

This article focuses on the dynamics of inclusive education in the German school system by examining official statistics on pupils with formal individual education plans (IEPs) in special and general schools since 2007. An IEP manifests that a pupil with a formally identified disability receives specialised schooling, instruction, extra support, or related services. German IEPs, although they are assumed to have educational consequences, draw heavily on medical categorisations based on DSM and WHO definitions of disabilities and disorders. For this reason, IEPs show the peculiar relationship between medical and (special) education logic in inclusive and special education. From our longitudinal perspective, several intriguing phenomena illustrate frictions and regulative failures when inclusive education is implemented in country-specific school systems. We show that in the German case, the number of pupils with IEPs enrolled in general secondary schools has increased significantly. At the same time, the number of pupils in special schools remains stable. Moreover, only certain school forms are drivers of inclusive education in a tracked system such as the German system. Finally, we show the dynamic nature of special education categories employed for the pupil population with IEPs enrolled in general schools over time. Certain IEP categories grow in number while others decrease or stay stable. By applying a system-theoretical approach, we explain such dynamics as being due to opposing logics in health and education systems, which must be balanced in the practice of inclusive education.

Au Japon, les politiques visant à promouvoir l’inclusion accordent une grande importance à la participation à la communauté locale. Les ateliers protégés, dont le nombre a fortement augmenté en parallèle du développement de l’emploi en milieu ordinaire, évoluent en ce sens. Cet article vise à étudier les modalités de participation à la vie locale qu’offrent ces ateliers aux personnes qui y travaillent. On interroge les stratégies mises en place par les directions d’ateliers pour développer les opportunités d’interactions entre les usagers et la population extérieure, ainsi que leurs conséquences sur la visibilité du travail protégé aux yeux de celle-ci. On s’appuie sur une enquête de terrain réalisée dans douze ateliers à Tokyo, Kyoto et Akita. L’enquête montre que beaucoup d’ateliers protégés japonais permettent aux usagers qui le souhaitent d’entrer en contact avec la population locale, mais aussi qu’il existe une tension entre mise en avant du handicap et reconnaissance du statut de travailleur des personnes concernées.

This paper explores the pervasive nature of the value system that is at the heart of the segregation of people with disabilities and analyses how it informs international law. It examines institutional responses to disability and how contemporary human rights provides a framework for social transformation and a process of deinstitutionalisation. First, the paper illuminates how the medical model underpins the conceptualisation of disability and results in an ableist standard within society. Secondly, the paper discusses the Convention on the Rights of Persons with Disabilities and the human rights model of disability that is fundamental to implementing Convention rights. The paper then describes the systematic and holistic interpretation of the CRPD by the Committee on the Rights of Persons with Disabilities regarding the institutionalisation of people with disabilities and shows how article 19 of the Convention – Living independently and being included in the community – is to be understood in relation to other building blocks of the Convention. Finally, the paper explains how and why the institutionalisation of people with disabilities is segregation and a fundamental denial of human rights.

Inclusive education (IE) programmes aim to include children with disabilities in mainstream schools by providing quality education in a barrier-free environment. While IE is now integral to the global development agenda, many questions remain around how best to implement IE programmes given the varying contexts and challenges presenting across developing countries. “One Class for All” is an IE programme financed by Light for the World, an international non-governmental organization (NGO), and implemented by 14 Ethiopian partner organisations. The authors of this article used a descriptive implementation evaluation design combining qualitative and quantitative elements to assess the extent, quality and satisfaction of IE programmes delivered by a sample of Light for the World implementing partners. Data included routine implementation monitoring data, survey of all implementing partners, key informant interviews and structured observations of schools and participants at sampled schools in Ethiopia. The evaluation mainly indicated a need for more structured development plans for each school and a more structured teacher training programme. This evaluation contributes to the limited literature on implementing an inclusive education programme in an African country.