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

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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

General Information

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

Journal rubric: Psychology of Special and Inclusive Education

Article type: scientific article

DOI: https://doi.org/10.17759/jmfp.2015040204

For citation: Vlasova O.A. Tutoring in the inclusive educational environment in France: Problems and Perspectives (2003—2014) [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2015. Vol. 4, no. 2, pp. 28–39. DOI: 10.17759/jmfp.2015040204. (In Russ., аbstr. in Engl.)

References

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Information About the Authors

Ol'ga A. Vlasova, Methodologist, Executive Secretary of the Journal "Autism and Developmental Disorders", Federal Resource Center of MSUPE, Moscow, Russia, e-mail: ovlasova@mail.ru

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