DigCompEdu 4 Inclusion: Un Cadre Pour Promouvoir Les Compétences Numériques Des Enseignants En Faveur De L’Inclusion
DOI :
https://doi.org/10.7346/-fei-XXIII-03-25_13Mots-clés :
Compétences numériques, Éducation spécialisée, Élèves à besoins éducatifs particuliers, UDL, Formation des enseignantsRésumé
Cet article présente le développement et la validation du cadre DigCompEdu 4 Inclusion, une extension du modèle européen DigCompEdu, conçue pour promouvoir un usage critique et pédagogiquement fondé des technologies numériques au service de l’éducation inclusive et de l’éducation spécialisée. Élaboré à partir d’une revue de la littérature et validé au moyen d’un processus empirique impliquant un panel d’experts, le cadre intègre les trois dimensions de l’Index for Inclusion et introduit quatre nouvelles compétences clés pour l’enseignement inclusif. Cette extension répond aux besoins de la scolarité post-Covid et aux profondes transformations introduites par l’Intelligence Artificielle, en proposant un modèle de conception pédagogique favorisant la personnalisation, l’accessibilité et l’autonomie des élèves, en cohérence avec les principes de l’UDL et de l’ICF. Les résultats de la validation confirment la clarté, la cohérence interne et la pertinence du cadre. DigCompEdu 4 Inclusion s’affirme ainsi comme un outil à la fois théorique et opérationnel, susceptible d’accompagner les enseignants dans leurs pratiques pédagogiques et leurs démarches d’auto-évaluation, en favorisant un usage inclusif des technologies numériques.
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