Towards ethical and collaborative innovation in education
Combining clinical remedial education and systemic psychopedagogy as an alternative to the medicalization of schools
DOI:
https://doi.org/10.37870/joqie.v16i27.557Keywords:
School inclusion, clinical orthopedagogy, adaptative behavior, systemic psychopedagogy, self-determination, capabilities, HumanRights4Prosperity (HR4P)Abstract
The article proposes an alternative to the medicalization of school difficulties by articulating clinical orthopedagogy (micro level) and systemic psychopedagogy (meso and macro levels). It starts from the observation that school inclusion remains limited when it is not accompanied by a structural transformation of educational environments, which fosters a tendency toward the pathologization of students and institutional disengagement. Clinical orthopedagogy operates at the individual level by supporting learning, adaptive behavior, and self-determination, without reducing the student to a disorder. Systemic psychopedagogy, through the HumanRights4Prosperity (HR4P) model, aims to transform educational structures by aligning them with human rights. Analyses conducted across different contexts (Belgium, Morocco, Mali, Guinea-Bissau) suggest that the effectiveness of educational responses depends on the coherence between micro, meso, and macro levels. The article thus formulates the hypothesis that the excessive medicalization of educational difficulties can be interpreted as the symptom of misaligned systems, unable to ensure protection, recognition, and participation. It therefore proposes shifting the focus from individual deficits to collective and institutional responsibilities.
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