Is there a specialized pedagogy, and what are its implications for the training of specialized educators and teachers? : Reverse integration as a vector of institutional pedagogy

Abstract

This text examines the distinction between special and mainstream pedagogy through the lens of Edgar Morin's complex thought. Overcoming this duality lies in educability, a common denominator that transcends populations and ages. Inclusive education is structured around three levels (individual, collective, institutional) and four axes (common language, mechanisms, daily practice, and analysis of responsiveness). It is based on the 4Rs (Reference Points, Responsibility, Recognition, Respect), guarantees foundational prohibitions, and develops Mauss's triptych of "giving, receiving, and reciprocating." Reverse integration follows, making specialization a standard of excellence. The purpose of education is then to transform the institution by guiding it towards Institutional Pedagogy, which educates the institution in a meta-reflective stance, transforming power into authority, and thus transcending the sterile opposition between special and mainstream.

Keywords: educability, inclusive training, institutional pedagogy.