The second axis, Inclusion & Education, focuses on situations of exclusion due to language and communication difficulties in the context of education, whether family or school education.
There are many sources of exclusion for learners, whatever their level of schooling, be it elementary, secondary or higher education. These may be difficulties linked to an insufficient mastery of the language of instruction and communication, related for example to specific family contexts (e.g., low socioeconomic background, multilingualism, allophony) or to the fact that the child has a neurodevelopmental disorder (e.g., autism spectrum disorder, developmental language disorder, dyslexia). Phenomena more directly linked to the school or family environment can also amplify such difficulties for learners, in connection with teachers' or the family’s practices (e.g., non-optimal teaching materials, poor language input at home) or the social climate in the classroom (e.g., violent communication from the group to the individual, such as bullying). The aim of analysing these difficulties is to come up with innovative methods that promote the inclusion and success of all learners, by offering digital resources or natural language processing tools (lexicons, text adaptation tools, resources for raising awareness of the effects of verbal violence, etc.), alternative learning methods that take into account the cultural and language family background of the learners (e.g., using serious games, artistic or play activities), and by providing guidelines and tips for successful education for all.
In the context of LiRiC, researchers from a range of related disciplines, such as cognitive sciences, language sciences, education sciences and social sciences can pool their respective theoretical and methodological expertise to better analyze and understand the processes involved in these educational problems and to develop specific intervention and remediation programs to learners as well as recommendations for changes in practices and policies.