There are three main cleavages between students and the school environment. In other words, the school environment is not representative of the reality of its students, does not meet the expectations of its clientele and, ultimately, limits their development when it claims the opposite.
1. The student’s reality and that offered by the school environment
Does the school environment offer a world that resembles the one in which its students evolve? Does he adapt to it? Two examples immediately come to mind:
A- First of all, the integration of EHDAA into regular classes highlights the difficulties of this linkage. Teachers need to educate, socialize and instruct all their students but some need adaptive measures to achieve this. Where are the resources? We rely on teachers who have little training in this regard. Showing pedagogical flexibility is definitely an essential characteristic to develop in teachers. However, resources to support these teachers and students with special needs are necessary. The reality dictated by the Training Program is far from being modeled on the reality of students with special needs. It is moreover more improvisation than effective intervention!
B- Another eloquent example symbolizing this divide is certainly the fact that students evolve in a digital environment. They interact in several ways, including, again, via social media. They access all the knowledge of the world from the beginning of human consciousness via their smart phone, located in the palm of their pocket. How does the school environment react to this reality? It bans these electronic devices. Why ? There are two main reasons for this situation:
- Because teachers are afraid of many things, including being judged (or ridiculed), through photographs, videos or sound recordings. They also fear losing their place in the class since they lose this monopoly of knowledge that they have historically held for ages. Also, their authority would be threatened by these devices. There are several other apprehensions which are