THE VALUES OF JUSTICE AND EQUALITY IN INCLUSIVE EDUCATION IN QUEBEC

The education of students with disabilities, learning difficulties or behaviour troubles in Quebec resulted from the gradual responsibility transference of those students to the State. The evolution of inclusive education field followed the transformations in the sociopolitical organization in Quebec, mainly with centralization and decentralization movements concerning public management. In this paper we will come back to the major historical events and movements that have changed Quebec's social and educational contexts since the 1960s, to understand how these students' schooling process has been developed. Based on a sociohistorical view, we highlight the justice and equality values that grounded the government actions towards these students. We seek to contrast them against the inclusive education guidelines and policies implementation's reality, aiming to underline the production and reproduction scenario of injustices and inequalities towards these students. Therefore, we aim to identify and understand the contradictions concerning justice and equality values in the inclusive education policies' development. Since these values guide not only the policy goals but also their action strategies, we consider that its analysis can contribute to understanding the contextual factors associated with inequalities and injustices reproduction and production towards a group historically segregated from society. Keywords: School justice; Inclusion; Educational policy; Inclusive education. L'education des eleves handicapes ou en difficulte d'adaptation ou d'apprentissage (EHDAA) au Quebec a ete le resultat de la progressive prise en charge de la responsabilite de la gestion de ce groupe d'eleves par l'Etat. L'evolution de ce qu'on appelle le champ de l'adaptation scolaire a accompagne les transformations de l'organisation sociopolitique du Quebec, specialement avec les mouvements de centralisation et de decentralisation de la gestion des institutions publiques. Dans le present article, nous reviendrons sur les principaux evenements et mouvements historiques qui ont bouleverse les contextes social et educatif quebecois depuis les annees 60, afin de comprendre comment s'est developpe le processus de scolarisation des EHDAA au Quebec. En nous basant sur un regard sociohistorique, nous mettons en evidence les valeurs de justice et d'egalite qui ont oriente les actions etatiques concernant l'education des EHDAA. Nous cherchons a les contraster avec la realite de la mise