Contributing to inclusive school: the case of an e-learning community of teachers in hybrid education

Abstract

Our study questions the contribution of learning and practice communities for teachers specializing in hybrid training to educate students with disabilities. The objective is to find out whether these online communities help teachers to build adaptive practices within the classroom and to disseminate them in the school’s educational community. Based on the follow-up of a group of 5 teachers exchanging on an online notebook, we analyze the evolution of the adaptation practices they implement in their class but also outside the classroom. Our results show that online communities can offer resources to their members to facilitate the schooling of students with disabilities. However, the dissemination of adaptations to the educational community is heterogeneous according to the context of practice.