PÉDAGOGIE DE LA MÉDIATION ET ÉDUCATION INCLUSIVE
MEDIATION PEDAGOGY AND INCLUSIVE EDUCATION

Summary/Abstract: The study “Mediation Pedagogy and Inclusive Education” is focused on the psychological and pedagogical problems of the inclusion of children with disabilities in mainstream schools. Moreover, there are enumerated the modern theoretical direction and good practices in inclusive education: a) socio-constructive theory (L. Vygotsky, J. Bruner). Vygotsky recognized that children learn whithin a social context and the role of significant adult (parent, teacher, or other person) is a critical element in guiding the learning. Another important aspect of Vygotsky’s theories is known as the “zone of proximal development (ZDP)”. b) Learning Potential Assesment Device, Instrumental Enrichment and Cognitive Modification (R. Feuerstein). Cognitive learning strategies focus on how children learn rather than what they learn. In short, the teacher’s role is to help children learn how to learn. Mediation theory is applied successfully in inclusive education. Learning is aided immeasurably by the use of internal mediators. Good teaching demands that the student with special needs be encouraged to explore learning alternatives and discover new relationships.

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