Comparative study of the effectiveness of educational policies of inclusion in France and sub-Saharan Africa: a literature review

Recommended by international bodies (UNESCO, 2006; 2008), inclusive education is based on the principle of equal opportunity. It aims to promote inclusion in the broad sense of the term by addressing specific audiences excluded or marginalized from educational systems. In recent years, regulatory frameworks have been defined for the education of certain categories excluded from educational systems including children with disabilities. Educational policies concerned with taking into account the needs of this group are also implemented. Do these policies promote effective integration of students with disabilities? To what extent can these policies be considered as effective? This paper presents an ongoing research on the effectiveness of educational policies of inclusion in France and in two sub-Saharan Africa countries in an international comparative perspective. Systemic analysis (Hall, 1990) and the safari method (Vigour, 2006) were used to describe and analyse the policies implemented in France, Cameroon and Ethiopia. The first results have identified similarities and differences which are going to be presented and discusse