Positive experiences of inclusive education in French-speaking Switzerland: teachers’ view of factors that facilitate or hinder inclusion
The implementation of inclusive education represents a challenge for many teachers. This contribution explores their narratives with the aim of identifying factors that may facilitate a positive experience of inclusive education. Based on a thematic analysis of narratives, results indicate that positive experience is related to student abilities and teacher collaboration, whereas it is hindered by students’ disruptive behaviours and limited access to resources. More generally, narratives reveal tensions between social/inclusive and medical/integrative visions of the schooling of special educational needs students, the latter view promoting an externalizing attitude in actors.