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The article examines how São Paulo University is responding to the current challenges involved in training trainers in the performing arts, both in the classroom and in the realm of cultural and artistic activities. The premise is that the profound changes affecting the contemporary scene – the gradual disappearance of the boundaries between the arts, the importance of the performative aspect, the use of various materials for the creative process, and so on – have introduced new requirements and new perspectives for training in this area. The importance of a vigorous artistic experience, an understanding of the role of research, and the emergence of a praxis that can bridge the gap between theory and practice, are all emphasized as being particularly important aspects of this professional training. The point is made that the research conducted by contemporary artists helps us to rethink the key guidelines of our work as trainers.

Using a descriptive approach, this article aims to describe parents’ experiences supporting their children with diverse needs in elementary or high school. Based on a network analysis of responses to an electronic survey completed by 408 parents, the main results revealed that the number of diagnoses reported by some parents in response to their child’s needs is significant, ranging from two to seven. Furthermore, though most parents say that they are generally satisfied with the support their child receives at school, others reported communication difficulties with school stakeholders. These findings raise questions about the persistence of the medicalization of children's difficulties and how demobilizing this approach can be for parents regarding the support they provide to their children.

Keywords: Engagement parental, Parent’s involvement, diversity of needs, diversité des besoins, support services, services de soutien, medicalization of education, approche catégorielle, médicalisation de l’éducation

Focusing on the situation of deaf bilingualism in Canada, where sign languages (SLs) are in a situation of diglossia with respect to the official languages, we examine the role and status of SLs in accessibility policies and in Quebecers deaf citizens’ perceptions of equal access to information. Our analysis of deaf citizens’ perceptions and experience (7 focus groups, 13 interviews) shows that adequate accessibility is defined by i) the respect of political commitments, ii) the establishment of norms of accessibility involving free choice of language, iii) personal control of technical parameters, iv) the recognition of deaf expertise’s, and v) the requirement of training and qualification. This analysis reveals a dichotomy between the absence of language policies regarding canadian SLs and the Accessible Canada Act’s goal of eliminating obstacles to information accessibility.

Keywords: sign languages, langue des signes, accessibility, accessibilité, diglossie, diglossia, language planning, aménagement linguistique, legislation, législation, handicap, disability

In the context of the educational spaces and content necessary accessibility, we will begin by examining French legislative texts to identify certain contradictory requirements they contain. Then, we will consider the potential digital tools offer to the learning community within the framework of universal design for learning. We will examine whether these tools are recognized by teachers as resources that can improve the schooling conditions of students with disabilities. Since the support of professionals is an essential prerequisite for the implementation of these practices, we will also investigate their acceptance of the idea of universal pedagogical accessibility. Finally, the study of a corpus based on the responses of 516 education professionals to a survey will allow us to show that the integrative paradigm and the idea of a necessary response based on categorization (using medical criteria) regarding how to educate students with disabilities represent major obstacles to the implementation of pedagogical accessibility practices, notably through digital means.

Keywords: ⁠⁠⁠⁠⁠⁠⁠diseño universal para el aprendizaje (DUA), universal design for learning (UDL), conception universelle des apprentissages (CUA), ⁠⁠⁠⁠⁠⁠⁠desenho universal para a aprendizagem (DUS), acessibilidade digital, accesibilidad mediante lo digital, digital accessibility, accessibilité par le numérique, inclusive dynamic, dynamique inclusive, dinâmica inclusiva, dinámica inclusiva, barreiras ideológicas, barreras ideológicas, ideological barriers, freins idéologiques

Keywords: scolarisation inclusive, didactique, autorégulation, articulation des temps didactiques