THE EXCLUSION/INCLUSION PROCESS OF CHILDREN WITH DISABILITIES AT SCHOOL

The paradigm of inclusion promotes a qualitative way of including children with disabilities in school, and the role of the school environment becomes crucial. School and non-school actors, in a context of inclusion, can choose to work together and implement a process of temporary exclusion from the ordinary school environment by collectively reworking the inclusive norm. This "exclusion / inclusion" process is a subversive, negotiated, and creative process. The symbolic interactionism, the multidisciplinary analysis of the work situations, and the activity clinic are mobilized to analyze this process. This qualitative research is based on observations, interviews, and a collection of institutional and professional documents produced during a socio-anthropological survey.