From Segregation to Inclusion: Analysing the Implementation of Inclusive Reforms in Belgium’s French-Speaking Elementary Schools

In Belgium's French-speaking region, the education of students with special educational needs (SEN) has historically been organized through a segregated system centered on specialized education. This system has been marked by the overrepresentation of boys from disadvantaged and immigrant backgrounds. However, recent reforms under the Pacte pour un Enseignement d’Excellence (2015) have aimed to shift the system towards a more inclusive model. Two major policy measures have been central to this transition: the Decree on Reasonable Accommodations (2018) and the creation of Territorial Poles (2022). These reforms aim to facilitate the inclusion of SEN students into ordinary schools.

This paper examines how these policies are being implemented in schools, using the public policy instruments framework developed by Lascoumes and Le Galès (2005). The focus is on the level of flexibility that school principals have in applying these policies. This research is based upon 20 interviews conducted with primary school principals in the Brussels-Capital region. The sample includes schools with different socio-economic profiles: schools with low socio-economic indices (ISE) located in culturally diverse areas, high ISE schools in homogeneous neighbourhoods, and mixed ISE schools in socially diverse areas. Additionally, each category includes schools with an active pedagogical approach.

The study has two main objectives. First, it aims to analyze how reasonable accommodations and territorial poles are being implemented and adapted across different school contexts. It also seeks to understand the roles of various stakeholders, such as families, psycho-medical professionals, and educational staff, in supporting SEN students. Second, it compares the decision-making processes and stakeholder involvement across these schools to identify any differences linked to socio-economic factors and pedagogical methods. The ultimate goal is to assess whether exclusionary practices are being reduced, whether referrals to specialized education persist, and whether these new measures are helping to reduce, maintain, or exacerbate educational inequalities.