L’exclusion scolaire en Ontario : législation et programmes de discipline progressive

Abstract

The purpose of this article is to situate school exclusion in Ontario at the social, legislative and practices levels through the identification and exploration of various initiatives. School exclusion in Ontario is a phenomenon that has undergone numerous legislative changes. Thus, although discrimination is still present in schools, systemic exclusion has given way to the promotion of practices that respect the progressive discipline continuum. The various legislative developments are first explored in order to better situate the angles of progressive discipline, i.e. school-family-community partnerships, prevention programs and intervention programs. A review of the scientific literature identified five Canadian programs and initiatives related to each angle.