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