Rochambeau Lainy is Professor of Educational Psychology, Psycholinguistics, and French Linguistics at the State University of Haiti.

• Introduction: a sketch of the context Part I: Theoretical and historical background 1. The challenges of expansion and democratization of education: a historical look at school exclusion in Haiti 2. Research in French, English and Creole on inclusive education in Haiti: a review of multilingual literature Part II: Social representations and their interiorization at school 3. Representation of children with disabilities and cognitive justice in Haiti 4. Perception and social experience of disability in schools: ethnographic survey in a school in the South department in Haiti Part III: Academic failure between learning disorders and linguistics disability 5. Language troubles, the learning process, and students set up to fail 6. Bilingualism, language of instruction, and "language disability" Part IV: Dealing with dyslateralization, deaf, hard-hearing, and autism at school 7. Left-handedness attempts at dyslateralization, duress, and performance in reading and writing 8. Learning of written language: a study focused on a group of deaf and hard-of-hearing students in Haiti 9. Summary

Rochambeau Lainy is Professor of Educational Psychology, Psycholinguistics, and French Linguistics at the State University of Haiti.

• Introduction: a sketch of the context Part I: Theoretical and historical background 1. The challenges of expansion and democratization of education: a historical look at school exclusion in Haiti 2. Research in French, English and Creole on inclusive education in Haiti: a review of multilingual literature Part II: Social representations and their interiorization at school 3. Representation of children with disabilities and cognitive justice in Haiti 4. Perception and social experience of disability in schools: ethnographic survey in a school in the South department in Haiti Part III: Academic failure between learning disorders and linguistics disability 5. Language troubles, the learning process, and students set up to fail 6. Bilingualism, language of instruction, and "language disability" Part IV: Dealing with dyslateralization, deaf, hard-hearing, and autism at school 7. Left-handedness attempts at dyslateralization, duress, and performance in reading and writing 8. Learning of written language: a study focused on a group of deaf and hard-of-hearing students in Haiti 9. Summary

Rochambeau Lainy is Professor of Educational Psychology, Psycholinguistics, and French Linguistics at the State University of Haiti.

• Introduction: a sketch of the context Part I: Theoretical and historical background 1. The challenges of expansion and democratization of education: a historical look at school exclusion in Haiti 2. Research in French, English and Creole on inclusive education in Haiti: a review of multilingual literature Part II: Social representations and their interiorization at school 3. Representation of children with disabilities and cognitive justice in Haiti 4. Perception and social experience of disability in schools: ethnographic survey in a school in the South department in Haiti Part III: Academic failure between learning disorders and linguistics disability 5. Language troubles, the learning process, and students set up to fail 6. Bilingualism, language of instruction, and "language disability" Part IV: Dealing with dyslateralization, deaf, hard-hearing, and autism at school 7. Left-handedness attempts at dyslateralization, duress, and performance in reading and writing 8. Learning of written language: a study focused on a group of deaf and hard-of-hearing students in Haiti 9. Summary