Abstract:

This paper first tries to scrutinize the diverse policies and educational practices of children with special needs education both in the United Kingdom and France in the recent period thanks to a comparative analysis of the recent literature as well as the various definitions, legislations and good practices in the different types of institutions.

The central question is to find the links between inclusion and economic wellbeing in the economic, social and cultural context of the two countries.

The first part tackles the economic, social and cultural meaning of the definitions of inclusiveness applied to these children thanks to a comparison between the various perspectives to envisage the notions of inclusion and wellbeing in the two countries in order to better understand the way they are interpreted according to each cultural background.

The second part analyses the various policies and educational policies implemented recently in order to determine the main characteristics, the differences and the similarities, as well as the economic challenges in terms of wellbeing.

The final goal of this paper is to identify the main economic, social and cultural values which may explain the convergences or divergences as regards educational sustainability and wellbeing in each country.

Keywords:

Children with special needs, educational inclusion, wellbeing.