Amount of instructional and inclusion time for children with disabilities in France

Abstract

ABSTRACT The aim of this research is to study the actual situation of the inclusion of children with disabilities in France. The parents of 552 children with disabilities, aged between 3 and 18, were interviewed about the amount of instructional and inclusion time of their child. Inclusion time refers to instructional time spent with non-disabled peers. The parents also specified the nature and severity of their child’s disability, the potential difficulties linked to the child’s behaviour using the Strengths and Difficulties Questionnaire (SDQ), the child’s academic level and various socio-demographic variables. The study shows that the amount of instructional time of children with a disability is significantly lower than that of non-disabled children. Children with an intellectual disability or with ASD (Autism Spectrum Disorder) have significantly less instructional time than children with a motor disability, dys-disorder or ADHD (Attention Deficit/Hyperactivity Disorder). An important number of hours of inclusion is associated with a high academic level, particularly in mathematics. The higher the total score of emotional difficulties is, the lesser the child is schooled and included; conversely, a high score of pro-social behaviour is associated with more hours of instruction, after controlling the other variables. Finally, the parents’ socio-professional category has an impact on instructional time and even more so on inclusion time, in favour of children with an advantaged background.