Disability, diversity and inclusive education in Haiti : : learning, exclusion and educational relationships in the context of crises / / edited by Rochambeau Lainy.

• Superior document: Routledge Research in Educational Psychology Ser.
• TeilnehmendeR: Lainy, Rochambeau,
• Place / Publishing House: New York, New York ;, Abingdon, Oxon : : Routledge,, [2023]; ©2023
• Year of Publication: 2023
• Language: English
• Series: Routledge Research in Educational Psychology Ser.
• Physical Description: 1 online resource (270 pages)

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.

Table of Contents

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Summary -- List of contributors -- Preface -- Acknowledgments -- Abbreviations and acronyms -- Introduction: A sketch of the context -- I.1 Facilities for children -- I.2 Learning and disability -- I.3 Impairment and disability -- I.4 Person with a disability -- I.5 Methodological benchmarks in the field -- I.6 Presentation of the book -- Notes -- References -- Part I: Theoretical and historical background -- Chapter 1: The challenges of expansion and democratization of education: A historical look at school exclusion in Haiti -- 1.1 Introduction -- 1.2 Free and mandatory education, an abiding principle of Haitian law (1804-1987) -- 1.3 From words to action -- 1.4 The challenges of massification and democratization of the school -- 1.4.1 Limited access to school -- 1.4.2 Insufficiency and poor quality of physical infrastructure -- 1.4.3 A poorly qualified teaching profession -- 1.5 Understanding the challenges of massification and democratization of schools in Haiti -- 1.5.1 Contempt of the ruling classes for the education of the masses -- 1.5.2 A system of exclusion -- 1.6 School exclusion in the Abricots commune: the case of Fouache between history and testimony -- 1.6.1 General context of the opening of the school in Fouache -- 1.6.2 Fouache's first school, a cultural revolution -- 1.7 Conclusion -- Notes -- References -- Chapter 2: Research in French, English and Creole on inclusive education in Haiti: A review of multilingual literature -- 2.1 Introduction -- 2.2 Method -- 2.3 The educational system and inclusive education in Haiti -- 2.4 The Bernard reform: a failed attempt at inclusion -- 2.5 Literature on inclusive education: Anglophone and Francophone traditions -- 2.5.1 Anglophone tradition -- 2.5.2 The francophone tradition.

2.6 The Creole-speaking tradition -- 2.7 Discussion -- 2.8 Conclusion -- References -- Part II: Social representations and their interiorization at school -- Chapter 3: Representation of children with disabilities and cognitive justice in Haiti -- 3.1 Introduction -- 3.2 Social representation, disability, and cognitive justice at school -- 3.3 What being disabled means in Haiti -- 3.4 Disability, educational relationship, and cognitive justice in Haiti -- 3.5 Conclusion -- 3.5.1 Toward a questioning of the sociology of reproduction -- Notes -- References -- Chapter 4: Perception and social experience of disability in schools: Ethnographic survey in a school in the South department in Haiti -- 4.1 Introduction -- 4.2 The issue -- 4.3 Theoretical framework -- 4.4 Objectives and hypothesis -- 4.5 Methodology -- 4.5.1 Description of the school under study -- 4.5.2 Conduct of observations -- 4.6 Results -- 4.6.1 "Special students" 7 -- 4.6.1.1 School versus family -- 4.6.1.2 Disability, a socio-familial stigma -- 4.6.2 Examining members of the class -- 4.6.3 Additive disabilities -- 4.6.4 Managing the stigma -- 4.6.4.1 Gender, disabilities, and romantic relationships -- 4.7 Discussion -- 4.7.1 The stigma, between attraction and repulsion -- 4.7.2 Half-hearted inclusion -- 4.8 Conclusion -- Notes -- References -- Part III: Academic failure between learning disorders and linguistics disability -- Chapter 5: Language troubles, the learning process, and students set up to fail -- 5.1 Introduction -- 5.2 The situation of academic failure -- 5.3 Language and disorders of learning and language -- 5.4 Language and learning -- 5.5 Outline of our methodology -- 5.6 Classroom context, language, and mathematics disorders: results and discussions -- 5.6.1 Class context and students in a failure situation -- 5.6.1.1 Stigma and trauma -- 5.6.1.2 Teachers' approaches.

5.6.1.3 Creole and French: two languages in the context of a poorly run "variable geometry" classroom -- 5.6.2 Language and math skills and performance -- 5.6.2.1 Reading and writing skills and performance -- 5.6.2.2 Vocabulary identification and access -- 5.6.3 Math and language performance: associated disorders and comorbidity -- 5.6.3.1 Enumeration and calculation -- 5.7 The psychological impact of linguistic-mathematical disorders -- 5.8 Conclusion -- Notes -- References -- Chapter 6: Bilingualism, language of instruction, and "language disability" -- 6.1 Introduction -- 6.2 Theoretical aspects -- 6.2.1 Handicap and disability -- 6.2.2 The concept of "linguistic disability" -- 6.3 Objective and hypothesis -- 6.4 Methodology -- 6.5 Results -- 6.5.1 Is the Haitian educational system really bilingual? -- 6.5.2 Student disabilities -- 6.5.3 Perceptions and representations of disabilities in school -- 6.5.4 Deficiencies and academic performance -- 6.6 Discussion of the results -- 6.7 Conclusion -- Notes -- References -- Part IV: Dealing with dyslateralization, deaf, hard-hearing, and autism at school -- Chapter 7: Left-handedness attempts at dyslateralization, duress, and performance in reading and writing -- 7.1 Introduction -- 7.1.1 Lateralization, laterality, and dyslateralization 1 -- 7.1.2 Laterality, reading, and writing -- 7.1.3 Memories of an attempted dyslateralization or "delateralization" -- 7.1.4 Objectives -- 7.2 Methodology -- 7.2.1 The survey population -- 7.2.2 Writing and reading tests -- 7.2.3 The questionnaires -- 7.3 Results of observations, tests, questionnaires, and administered tests -- 7.3.1 Spatiotemporal constraints and the production of writing -- 7.4 Analysis and discussion -- 7.4.1 Socio-cognitive conflict and learning to write -- 7.4.1.1 Cognitive disorders and psychological impacts -- 7.5 Conclusion -- Notes.

References -- Chapter 8: Learning of written language: A study focused on a group of deaf and hard-of-hearing students in Haiti 1 -- 8.1 Introduction -- 8.2 Deafness in the literature: some benchmarks -- 8.3 A few words about autism -- 8.4 Deafness and autism in Haiti: diagnosis, reception, and perception -- 8.4.1 Deaf and autistic: between rejection and exclusion -- 8.4.2 Deaf versus sociolinguistic realities in school -- 8.4.3 Objectives and hypotheses -- 8.5 Study methodology and research protocol -- 8.5.1 Field of research -- 8.5.2 Establishment 1 -- 8.5.3 Establishment 2 -- 8.5.4 Sampling and population -- 8.5.5 Data collection -- 8.5.5.1 Protocol for taking tests and writing production activities -- 8.5.6 Autism screening and diagnostic tools -- 8.5.7 Socio-ethnographic profile of students and parents -- 8.6 Results -- 8.6.1 Written learning and production -- 8.6.2 Learning to write and pedagogical practices -- 8.6.3 Plurilingualism/Multilingualism and the deaf -- 8.6.4 Inclusive education policy? -- 8.7 Discussion -- 8.7.1 Lip-reading is not inspired by differentiated pedagogy -- 8.7.2 Deaf, process of written learning, and dominant teaching model: disability versus difference -- 8.7.3 Rejecting of deafness as a way of self-defense -- 8.8 Conclusion -- Notes -- References -- Summary -- Index.