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  Previous issue (2019. Vol. 8, no. 2)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: http://dx.doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

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Open Access Journal

 

Tutoring in the inclusive educational environment in France: Problems and Perspectives (2003—2014) 3470

Vlasova O.A., Academic registrar of the Center for psychological, medical and social support in MSUPE, Moscow, Russia, ovlasova@mail.ru
Abstract
The article discusses the development of tutoring experience in inclusive education in France from 2003 to 2014 in different aspects: legislative, organizational, social, everyday. We analyze the opinions of four tutoring parties involved: legislators, educators, tutors and parents as based on the documents of the Ministry of Education of France, and articles on this topic in French press, published in leading journals within the last decade

Keywords: inclusive education, special education, school integration, tutors

Column: Psychology of special and inclusive education

DOI: http://dx.doi.org/10.17759/jmfp.2015040204

For Reference

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