[ Défis pour une Éducation Physique et Sportive Inclusive au Sénégal ]
Volume 44, Issue 1, November 2024, Pages 52–59
Cheikh Tidiane Tine1
1 Université Cheikh Anta Diop, Institut National Supérieur de l’Éducation Populaire et du Sport, BP. 3256, Dakar, Senegal
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Inclusive education is a challenge for modern societies and is part of the effort to consolidate the democratisation of education. It is a challenge to the transformation of educational establishments and teaching practices. The study of the issue of inclusion in physical and sports education is based on a methodology involving surveys of teachers and observation of educational practices. Individual semi-directive interviews were combined with the analysis of practices to give greater consistency to the results. The analysis reveals major challenges, including the need to transform the socio-cultural environment, train teachers in the culture of inclusive education and adapt teaching methods to take account of the educational needs of all. The presence of disability in schools may well provide an opportunity to promote innovations in teaching, especially in terms of content and methods. The configuration, operation and practices of educational institutions also need to be adapted to the inclusion paradigm. Schools have not yet capitalised on their experience in terms of singling out pupils and differentiating teaching to make a break with the past and start a real revolution.
Author Keywords: physical education, teaching, disability, inclusion, challenge, Senegal.
Volume 44, Issue 1, November 2024, Pages 52–59
Cheikh Tidiane Tine1
1 Université Cheikh Anta Diop, Institut National Supérieur de l’Éducation Populaire et du Sport, BP. 3256, Dakar, Senegal
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Inclusive education is a challenge for modern societies and is part of the effort to consolidate the democratisation of education. It is a challenge to the transformation of educational establishments and teaching practices. The study of the issue of inclusion in physical and sports education is based on a methodology involving surveys of teachers and observation of educational practices. Individual semi-directive interviews were combined with the analysis of practices to give greater consistency to the results. The analysis reveals major challenges, including the need to transform the socio-cultural environment, train teachers in the culture of inclusive education and adapt teaching methods to take account of the educational needs of all. The presence of disability in schools may well provide an opportunity to promote innovations in teaching, especially in terms of content and methods. The configuration, operation and practices of educational institutions also need to be adapted to the inclusion paradigm. Schools have not yet capitalised on their experience in terms of singling out pupils and differentiating teaching to make a break with the past and start a real revolution.
Author Keywords: physical education, teaching, disability, inclusion, challenge, Senegal.
Abstract: (french)
L’éducation inclusive est un enjeu des sociétés modernes et s’inscrit dans l’effort de consolidation du processus de démocratisation de l’enseignement. Elle est un défi à la transformation des établissements d’enseignement et des pratiques pédagogiques. La réflexion sur la problématique de l’inclusion en éducation physique et sportive s’appuie sur une méthodologie basée sur des enquêtes réalisées auprès des enseignants et sur l’observation des pratiques éducatives. Les entretiens individuels semi-directifs ont été associés à l’analyse des pratiques pour donner plus de consistance aux résultats. L’analyse révèle des défis majeurs dont celui de la transformation de l’environnement socioculturel, de la formation des enseignants à la culture de l’inclusion scolaire et de l’adaptation pédagogique pour prendre en compte les besoins éducatifs de tous. La présence du handicap à l’école peut bien constituer une occasion pour promouvoir des innovations dans l’enseignement surtout en termes de contenus et de méthodes. La configuration, le fonctionnement et les pratiques des institutions scolaires doivent aussi être modulés en fonction du paradigme d’inclusion. Les établissements n’ont pas encore capitalisé une expérience en matière de singularisation des élèves et de différenciation pédagogique pour consacrer une rupture et amorcer une véritable révolution.
Author Keywords: education physique, enseignement, handicap, inclusion, défi, Sénégal.
How to Cite this Article
Cheikh Tidiane Tine, “Challenges for an Inclusive Physical and Sports Education in Senegal,” International Journal of Innovation and Applied Studies, vol. 44, no. 1, pp. 52–59, November 2024.
