Social and Educational supports in the Time of Covid-19: T.I.E.S Initiatives
This conference was an opportunity to present the initiatives proposed by T.I.E.S, during the COVID-19 period that is changing the lives of children and people around the world. T.I.E.S has promoted and continues to promote its values with the aim of overcoming this situation.
1- Diversity Otherness Sport
2- Orthopedagogical Support
Conceptual representations of the inclusive school...
The international conference Reach 2020 that took place on January 16 and 17, 2020 at the AUB was an opportunity to present a research on "Conceptual representations of the inclusive school among teachers and school directors", in collaboration with Professor Joumana Akiki from the Faculty of Pedagogy at the Lebanese University. The detailed content of this research will be published soon.
In order to achieve this goal at the national level, a variety of mainstreaming modalities specific to each school have been adopted to accommodate special educational needs (SEN). As a result, we note the arrival of SEN students in schools in steadily increasing numbers, especially in the private sector (CRDP, 2018, 2019). The interventions and support offered are not similar and reflect a disparity in practices, which seems to be linked to a varied conceptual representation (Akiki and Frangieh, 2018). By conceptual representation we mean "the relationship between knowledge and its development" (Frangieh and Gavens, 2015, p. 133), hence the usefulness of developing a clear conceptual framework to unify the interpretation of the implementation of inclusive schools.
Inclusive education in the Lebanese education system
This presentation was proposed during the AREF congress, which took place from 3 to 5 July 2019 in Bordeaux. This meeting was an opportunity to present a study on the theme of inclusive education conducted in Lebanon by T.I.E.S, in collaboration with Professor Serge Ramel of the Haute école pédagogique du canton de Vaud (Switzerland). The detailed content of this study will be published shortly.
As a founding member of the United Nations, Lebanon is a party to many United Nations and UNESCO international declarations or conventions. As international legislation has developed, this commitment has been embodied in the principle of Education for All and more particularly inclusive education (Ramel & Vienneau, 2016). Through its international commitments, Lebanon aims to include its educational policy in the UN's Sustainable Development Goals (SDGs), in particular SDG4 and SDG17. While the first aims to "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all", the second seeks to "Revitalize the global partnership for sustainable development" (Figure 1).
The structures and systems in Lebanon for the education of students with SEN then vary from the most segregated schooling (in specialized centers) to the least restrictive possible (in a regular classroom). As a result, the nature of the interventions and supports offered may differ considerably from one school to another. This gap is reinforced by the lack of a clear and coherent national policy that leads each school to feel free to make and implement its own choices (Figure 3).
A systematic review methodology (Young & Eldermire, 2017) was applied. The work and projects related to inclusive education in Lebanon were analysed, whether they are carried out by public or private bodies involved in different capacities or at different levels (public or private schools, NGOs, the European Union, UNESCO, UNICEF, etc.). This analysis shows that inclusive education in Lebanon is a work in progress coordination and without a global action plan. This work dynamic encourages both initiatives and generates difficulties in carrying them out. Socio-political injunctions thus struggle to lead to effective practices that can combat school failure and dropout (Bonvin et al., 2013).
This synthesis shows that the development of inclusive education in Lebanon is marked by uncertainties, tensions and contradictions. It also shows the limitations of an approach that remains rooted in disability integration and compensation, even if it is called inclusion. Changing terms does not always improve practices (Thomazet, 2009) (Figure 4).
Inclusive practices in education
This presentation was proposed in the context of ABLE SUMMIT 2019 (Accessibility for Bolder Learning Experience). It provided an in-depth discussion leading to a broad understanding of the concepts of inclusive education and the practices that support their implementation. A workshop model was utilized to gain a conceptual representations of the participants and analyze these in light of the academic framework of inclusive practice for the 21st century. Case study examples related to inclusive practices in Lebanon were discussed and analyzed to offer context to the discussion.
The significant role technology plays in making inclusive education more applicable than ever before was highlighted and evaluated. Examples of classroom based and assistive technologies were shared and the associated pedagogy that supports technology increased inclusive practice and learning.
