Context: Despite legislative and regulatory progress toward the inclusion of people with disabilities, the report from the French Defender of Rights highlights the discrimination and inequalities these individuals face in all areas of social participation, particularly in schools. Research in social pathology shows that inclusive education can have negative effects on the self-esteem and well-being of included children.
Objectives: This study aims to examine the experiences of discrimination among children and adolescents with disabilities enrolled at least part-time in mainstreams schools who participated in the DREES Autonomy survey, exploring how their personal characteristics influence these experiences.
Method: Multivariate multi-level analyses (MAIHDA approach) will be applied.
Perspectives: The results will provide a better understanding of the discrimination experienced by students with disabilities in France.
