Analysis of the inclusive education approach at the upper secondary level:Convergences and divergences

Abstract

This article is based on an analysis of educational inclusion in upper secondary education, drawn from a contrast between the perceptions of students and teachers. From a descriptive approach, it gathers information through questionnaires, semi-structured interviews and observation in order to identify the conditions that support or restrict inclusion. The findings converge around respect, empathy, guidance, collaboration and flexibility in teaching. Tensions also emerge, linked to limited conceptions of inclusion, experiences of differential treatment, pedagogical barriers, teacher training and institutional conditions. The evidence shows that developing an inclusive practice requires correspondence between the teacher's intention and the students’ experience.