What place should be given to the studies on disability within the sociology of childhood? This is the contribution we would like to make through the analysis of both the history of the so-called "disabled" childhood and of the recent schooling evolutions, from 1975 onward. While giving detailed descriptions of such evolutions, we seek to test two additional hypotheses: 1) The representation of children with "disabilities" is dominated more by the representation of disability than by that of children, with its potential particularities. 2) Otherness, "common" to all children with regard to adults, is here doubled in the case of disabled children, which turns even more ambiguous stating and applying the modern ideology of the rights of children in their case.
Disabled children; Rights of children; Schooling