{"id":11820,"date":"2021-03-15T14:32:27","date_gmt":"2021-03-15T13:32:27","guid":{"rendered":"https:\/\/enseigner.unil.ch\/ressources\/?post_type=cptdocument&#038;p=11820"},"modified":"2026-01-05T14:47:12","modified_gmt":"2026-01-05T13:47:12","slug":"rendre-lenseignement-superieur-plus-inclusif-par-la-formation-des-enseignants","status":"publish","type":"cptdocument","link":"https:\/\/enseigner.unil.ch\/ressources\/document\/rendre-lenseignement-superieur-plus-inclusif-par-la-formation-des-enseignants\/","title":{"rendered":"Rendre l\u2019enseignement sup\u00e9rieur plus inclusif par la formation des enseignant\u00b7es"},"content":{"rendered":"\n<div class=\"wp-block-advgb-summary alignnone\"><div class=\"advgb-toc-header collapsed\">Au sommaire<\/div><ul class=\"advgb-toc alignnone\" style=\"display:none\"><li class=\"toc-level-1\"><a href=\"#quelques-mots-sur-la-notion-dinclusion-1010acf7-223e-4696-9a05-8c9e09c51b28\">Quelques mots sur la notion d\u2019inclusion<\/a><\/li><li class=\"toc-level-1\"><a href=\"#trois-defis-majeurs-1fa7aba0-b97f-40f6-b919-45afd80567c2\">Trois d\u00e9fis majeurs<\/a><\/li><li class=\"toc-level-1\"><a href=\"#des-recommandations-concretes-de-leua-37705e64-dcb6-423f-afe3-82210b012838\">Des recommandations concr\u00e8tes de l\u2019EUA<\/a><\/li><li class=\"toc-level-1\"><a href=\"#agir-en-renforcant-les-competences-pedagogiques-des-enseignantes-fed6d734-e781-41d6-a9e3-e13ffe004e3e\">Agir en renfor\u00e7ant les comp\u00e9tences p\u00e9dagogiques des enseignant\u00b7es<\/a><\/li><li class=\"toc-level-1\"><a href=\"#en-guise-de-conclusion-52d4b4e2-1c49-4c07-a916-ec8b231f2554\">En guise de conclusion<\/a><\/li><li class=\"toc-level-1\"><a href=\"#pour-aller-plus-loin-ac4c2fcd-a70c-4bc5-8c71-eeba2c1da00e\">Pour aller plus loin\u2026<\/a><\/li><\/ul><\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity is-style-default\"\/>\n\n\n\n<p>La p\u00e9riode de pand\u00e9mie de Covid-19 a mis fortement sous tension l\u2019enseignement sup\u00e9rieur et a contribu\u00e9 \u00e0 accentuer certaines in\u00e9galit\u00e9s entre les \u00e9tudiant\u00b7es. Le passage de l\u2019enseignement \u00e0 distance, par exemple, a pu impacter n\u00e9gativement l\u2019exp\u00e9rience d\u2019apprentissage des \u00e9tudiant\u00b7es \u00e0 besoins sp\u00e9cifiques ou celle des \u00e9tudiant\u00b7es ayant de faibles comp\u00e9tences num\u00e9riques. La difficult\u00e9 \u00e0 entretenir des liens sociaux durant cette p\u00e9riode a \u00e9galement renforc\u00e9 l\u2019isolement de certain\u00b7es \u00e9tudiant\u00b7es comme ceux en mobilit\u00e9 internationale.<\/p>\n\n\n\n<p>Ces \u00e9l\u00e9ments ressortent du <a href=\"https:\/\/eua.eu\/downloads\/publications\/eua%20tpg%20report_approaches%20in%20learning%20and%20teaching%20to%20promoting%20equity%20and%20inclusion.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">rapport du groupe de travail th\u00e9matique \u00ab&nbsp;Learning &amp; Teaching&nbsp;\u00bb<\/a> de l\u2019European University Association (2021) questionnant les notions d\u2019inclusion&nbsp;et d\u2019\u00e9quit\u00e9 dans l\u2019enseignement sup\u00e9rieur. Ce rapport a pu mettre en avant la n\u00e9cessit\u00e9 de renforcer une une approche inclusive dans les \u00e9tablissements d\u2019enseignement sup\u00e9rieur europ\u00e9ens, les d\u00e9fis sous-jacents \u00e0 cette impl\u00e9mentation ainsi que des recommandations pour les relever.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"quelques-mots-sur-la-notion-dinclusion-1010acf7-223e-4696-9a05-8c9e09c51b28\">Quelques mots sur la notion d\u2019inclusion<\/h2>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"2232\" height=\"949\" src=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/inclusion.jpg\" alt=\"\" class=\"wp-image-3086\" srcset=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/inclusion.jpg 2232w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/inclusion-300x128.jpg 300w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/inclusion-1024x435.jpg 1024w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/inclusion-768x327.jpg 768w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/inclusion-1536x653.jpg 1536w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/inclusion-2048x871.jpg 2048w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/inclusion-1568x667.jpg 1568w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/inclusion-1320x561.jpg 1320w\" sizes=\"auto, (max-width: 2232px) 100vw, 2232px\" \/><\/figure>\n\n\n\n<p>En p\u00e9dagogie, comme l\u2019illustre l\u2019image ci-dessus, nous pouvons distinguer&nbsp;:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>La notion d\u2019<strong>\u00e9galit\u00e9<\/strong>&nbsp;qui consiste \u00e0 offrir \u00e0 l\u2019ensemble des \u00e9tudiant\u00b7es les m\u00eames conditions d\u2019\u00e9tudes, les m\u00eames activit\u00e9s d\u2019apprentissage et d\u2019\u00e9valuation&nbsp;;<\/li>\n\n\n\n<li>La notion d\u2019<strong>\u00e9quit\u00e9<\/strong>&nbsp;qui consiste \u00e0 offrir des conditions d\u2019\u00e9tudes, des activit\u00e9s d\u2019apprentissage et d\u2019\u00e9valuation diff\u00e9rentes en fonction des besoins sp\u00e9cifiques des \u00e9tudiant\u00b7es&nbsp;(comme p. ex. la p\u00e9dagogie diff\u00e9renci\u00e9e, l\u2019am\u00e9nagement des examens, etc.)&nbsp;;<\/li>\n\n\n\n<li>La notion d\u2019<strong>inclusion<\/strong>&nbsp;: \u00ab <em>La p\u00e9dagogie inclusive vise le d\u00e9veloppement du plein potentiel de tous les \u00e9tudiants (Bergeron, Rousseau et Leclerc, 2011). Elle postule qu\u2019il n\u2019existe pas d\u2019apprenant typique et que la diversit\u00e9 est la norme (Meyer, Rose et Gordon, 2014). D\u2019embl\u00e9e, l\u2019approche inclusive reconna\u00eet donc la vari\u00e9t\u00e9 des besoins d\u2019apprentissage selon les individus. Cette approche reconna\u00eet \u00e9galement que chez un m\u00eame individu, les besoins d\u2019apprentissage fluctuent dans le temps et d\u00e9pendent des contextes.<\/em> \u00bb (<a href=\"https:\/\/www.enseigner.ulaval.ca\/system\/files\/public\/pedagogie\/diversifier-vos-methodes\/guide-approche-inclusive.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">SSE, Universit\u00e9 de Laval, 2017, p.7<\/a>)<\/li>\n<\/ul>\n\n\n\n<p>Bien avant cette p\u00e9riode de pand\u00e9mie, l\u2019approche inclusive \u00e9tait une tendance forte au niveau europ\u00e9en. Par exemple, le \u00ab&nbsp;<a href=\"https:\/\/ehea.info\/Upload\/document\/ministerial_declarations\/EHEAParis2018_Communique_final_952771.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Communiqu\u00e9 de Paris<\/a>&nbsp;\u00bb (2018) invitait d\u00e9j\u00e0 les autorit\u00e9s \u00e0 renforcer la dimension sociale dans le cadre du processus de Bologne, pour permettre de \u00ab&nbsp;refl\u00e9ter au mieux la diversit\u00e9 des populations en Europe&nbsp;\u00bb et d\u2019am\u00e9liorer \u00ab&nbsp;l\u2019acc\u00e8s et la r\u00e9ussite des groupes sous-repr\u00e9sent\u00e9s et vuln\u00e9rables&nbsp;\u00bb. Le \u00ab&nbsp;<a href=\"https:\/\/ehea.info\/Upload\/Rome_Ministerial_Communique.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Communiqu\u00e9 de Rome<\/a>&nbsp;\u00bb (2020) et notamment <a href=\"http:\/\/www.ehea.info\/Upload\/Rome_Ministerial_Communique_Annex_III.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">l\u2019annexe 3<\/a> a renforc\u00e9 cette position en faisant r\u00e9f\u00e9rence \u00e0 la mise en \u0153uvre effective d\u2019une approche centr\u00e9e sur l\u2019apprentissage des \u00e9tudiant\u00b7es, notamment en demandant de \u00ab&nbsp;cr\u00e9er un environnement favorable [\u2026] qui permette aux \u00e9tablissements d\u2019enseignement sup\u00e9rieur d\u2019adapter l\u2019offre d\u2019enseignement aux besoins des diff\u00e9rents types d\u2019apprenants (apprenants tout au long de la vie, \u00e0 temps partiel les apprenants, les apprenants des groupes sous-repr\u00e9sent\u00e9s et d\u00e9favoris\u00e9s), et de construire une culture d\u2019\u00e9quit\u00e9 et d\u2019inclusion.&nbsp;\u00bb. Mais d\u00e8s lors, comment d\u00e9ployer une approche inclusive et \u00e9quitable au sein de nos institutions&nbsp;?<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"trois-defis-majeurs-1fa7aba0-b97f-40f6-b919-45afd80567c2\">Trois d\u00e9fis majeurs<\/h2>\n\n\n\n<div class=\"wp-block-advgb-columns advgb-columns-wrapper\" id=\"advgb-cols-dfa22eae-38d6-4d95-aa33-032012f1bb56\"><div class=\"advgb-columns-container\"><div class=\"advgb-columns advgb-columns-row advgb-is-mobile advgb-columns-2 layout-12-12 mbl-layout-stacked gutter-20 vgutter-10\">\n<div class=\"wp-block-advgb-column advgb-column\" id=\"advgb-col-0728abeb-d893-4949-b108-5a9d5e80c3a2\"><div class=\"advgb-column-inner\" style=\"border-style:none;border-width:1px\">\n<p>Dans la mise en \u0153uvre concr\u00e8te d\u2019une approche inclusive et \u00e9quitable, le <a href=\"https:\/\/eua.eu\/downloads\/publications\/eua%20tpg%20report_approaches%20in%20learning%20and%20teaching%20to%20promoting%20equity%20and%20inclusion.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">rapport de l\u2019EUA (2021)<\/a> met en exergue trois d\u00e9fis actuels principaux pouvant entraver son d\u00e9ploiement dans les \u00e9tablissements d\u2019enseignement sup\u00e9rieur&nbsp;:<\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-advgb-column advgb-column\" id=\"advgb-col-547486ad-cbc1-40ca-9bd5-9595beac6275\"><div class=\"advgb-column-inner\" style=\"border-style:none;border-width:1px\">\n<figure class=\"wp-block-image alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"1060\" height=\"1500\" src=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/rapportEUA.png\" alt=\"\" class=\"wp-image-3088\" style=\"width:143px;height:auto\" srcset=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/rapportEUA.png 1060w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/rapportEUA-212x300.png 212w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/rapportEUA-724x1024.png 724w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/rapportEUA-768x1087.png 768w\" sizes=\"auto, (max-width: 1060px) 100vw, 1060px\" \/><\/figure>\n<\/div><\/div>\n<\/div><\/div><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Le <strong>manque de mesures et d\u2019initiatives concr\u00e8tes<\/strong>&nbsp;pouvant par exemple s\u2019expliquer par une absence de politique institutionnelle ou une communication complexe entre les diff\u00e9rents partenaires au sein de l\u2019institution.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>La \u00ab&nbsp;<strong>pauvret\u00e9 num\u00e9rique&nbsp;\u00bb et l\u2019inclusion num\u00e9rique<\/strong> dont l\u2019importance a \u00e9t\u00e9 mise en \u00e9vidence depuis la pand\u00e9mie et s\u2019exprimant par le manque d\u2019\u00e9quipements des \u00e9tudiant\u00b7es, un faible niveau de comp\u00e9tences num\u00e9riques, l\u2019absence d\u2019une ligne directrice claire sur l\u2019utilisation des outils num\u00e9riques dans les \u00e9tablissements ou l\u2019isolation des \u00e9tudiant\u00b7es.<\/li>\n\n\n\n<li>La <strong>formation des enseignant\u00b7es <\/strong>(sur la th\u00e9matique de l\u2019inclusion en particulier) qui n\u2019est g\u00e9n\u00e9ralement pas per\u00e7ue comme ayant un impact majeur sur la r\u00e9ussite des \u00e9tudiant\u00b7es ou qui n\u2019int\u00e8gre pas syst\u00e9matiquement les principes de la <a href=\"https:\/\/www.versunecoleinclusive.fr\/wp-content\/uploads\/2018\/03\/15.04-Dossier-CAPRES-CUA.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Conception Universelle de l\u2019Apprentissage<\/a>.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"des-recommandations-concretes-de-leua-37705e64-dcb6-423f-afe3-82210b012838\">Des recommandations concr\u00e8tes de l\u2019EUA<\/h2>\n\n\n\n<p>&nbsp;Afin de d\u00e9passer ces d\u00e9fis, l\u2019EUA propose diff\u00e9rentes recommandations comme&nbsp;:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Int\u00e9grer de mani\u00e8re explicite la notion d\u2019inclusion et d\u2019\u00e9quit\u00e9 dans les structures institutionnelles existantes&nbsp;;<\/li>\n\n\n\n<li>Impliquer les \u00e9tudiant\u00b7es dans des projets concernant l\u2019enseignement et l\u2019apprentissage et portant sur l\u2019accessibilit\u00e9 au niveau physique, psychologique et social&nbsp;;<\/li>\n\n\n\n<li>Mettre en place un programme social pour soutenir l\u2019acc\u00e8s aux outils informatiques&nbsp;;<\/li>\n\n\n\n<li>Mettre en place un acc\u00e8s central pour toutes les questions relatives au e-learning \u00e0 la fois pour les enseignant\u00b7es et pour les \u00e9tudiant\u00b7es&nbsp;;<\/li>\n\n\n\n<li>Accompagner les enseignant\u00b7es dans leur d\u00e9veloppement professionnel sur les questions d\u2019inclusion, etc.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"agir-en-renforcant-les-competences-pedagogiques-des-enseignantes-fed6d734-e781-41d6-a9e3-e13ffe004e3e\">Agir en renfor\u00e7ant les comp\u00e9tences p\u00e9dagogiques des enseignant\u00b7es<\/h2>\n\n\n\n<p>Du point de vue p\u00e9dagogique, renforcer les comp\u00e9tences des enseignant\u00b7es sur les principes de la Conception Universelle de l\u2019Apprentissage (CUA) par la formation continue semble \u00eatre une piste prometteuse comme le souligne Bunescu (2021). La CUA comprend un ensemble de principes p\u00e9dagogiques permettant de d\u00e9velopper un enseignement ou un programme d\u2019\u00e9tudes favorisant l\u2019apprentissage de l\u2019ensemble des \u00e9tudiant\u00b7es. Les objectifs d\u2019apprentissage, les strat\u00e9gies d\u2019enseignement et les m\u00e9thodes d\u2019\u00e9valuation sont choisis par l\u2019enseignant\u00b7e ou l\u2019\u00e9quipe p\u00e9dagogique pour fonctionner pour l\u2019ensemble des \u00e9tudiant\u00b7es (Rose et Meyer, 2002) et non pour fonctionner par rapport aux besoins sp\u00e9cifiques d\u2019un groupe d\u2019individus, ce qui est en accord avec la d\u00e9finition de la notion d\u2019inclusion pr\u00e9sent\u00e9e ci-dessus.<\/p>\n\n\n\n<p>Le <a href=\"https:\/\/udlguidelines.cast.org\/?utm_source=castsite&amp;lutm_medium=web&amp;utm_campaign=none&amp;utm_content=aboutudl\" target=\"_blank\" rel=\"noreferrer noopener\">guide<\/a> pour impl\u00e9menter les principes de la CUA con\u00e7u par le <a href=\"https:\/\/www.cast.org\/about\/about-cast\" target=\"_blank\" rel=\"noreferrer noopener\">Center for Applied Special Technology<\/a> (CAST) semble \u00eatre une r\u00e9f\u00e9rence pour d\u00e9velopper cette approche. Il propose de se focaliser sur trois cat\u00e9gories d\u2019actions \u00e0 int\u00e9grer dans son enseignement&nbsp;afin de diversifier les modes de \u00ab&nbsp;repr\u00e9sentation&nbsp;\u00bb, \u00ab&nbsp;d\u2019action et d\u2019expression&nbsp;\u00bb et \u00ab&nbsp;d\u2019engagement&nbsp;\u00bb (cf.<a href=\"https:\/\/udlguidelines.cast.org\/binaries\/content\/assets\/udlguidelines\/udlg-v2-0\/udlg-graphicorganizer-v2-0-french.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"> figure ci-dessous<\/a>).<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"1941\" height=\"1500\" src=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/conception-universelle-apprentissage.jpg\" alt=\"\" class=\"wp-image-3089\" srcset=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/conception-universelle-apprentissage.jpg 1941w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/conception-universelle-apprentissage-300x232.jpg 300w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/conception-universelle-apprentissage-1024x791.jpg 1024w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/conception-universelle-apprentissage-768x594.jpg 768w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/conception-universelle-apprentissage-1536x1187.jpg 1536w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/conception-universelle-apprentissage-1568x1212.jpg 1568w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/conception-universelle-apprentissage-1320x1020.jpg 1320w\" sizes=\"auto, (max-width: 1941px) 100vw, 1941px\" \/><\/figure>\n\n\n\n<p><a href=\"https:\/\/udlguidelines.cast.org\/binaries\/content\/assets\/udlguidelines\/udlg-v2-0\/udlg-graphicorganizer-v2-0-french.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a><\/p>\n\n\n\n<p>Ces lignes directrices peuvent \u00eatre utilis\u00e9es par les institutions d\u2019enseignement sup\u00e9rieur pour d\u00e9velopper diff\u00e9rentes activit\u00e9s de d\u00e9veloppement professionnel des enseignant\u00b7es. Nous pr\u00e9sentons ci-dessous quelques exemples d\u2019activit\u00e9s de d\u00e9veloppement professionnel des enseignant\u00b7es suivant ces lignes directrices.<\/p>\n\n\n\n<div class=\"wp-block-advgb-accordions advgb-accordions-7957f460-0d04-4c75-9203-8bd86070ec08 advgb-accordion-wrapper\" data-collapsed=\"true\">\n<div class=\"wp-block-advgb-accordion-item advgb-accordion-item\" style=\"margin-bottom:15px\"><div class=\"advgb-accordion-header\" style=\"background-color:#000;color:#eee;border-style:solid;border-width:1px;border-radius:2px\"><span class=\"advgb-accordion-header-icon accordion-state\"><svg class=\"advgb-icon-closed\" fill=\"#fff\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"24\" height=\"24\" viewBox=\"0 0 24 24\"><path fill=\"none\" d=\"M0,0h24v24H0V0z\"><\/path><path d=\"M12,2C6.48,2,2,6.48,2,12s4.48,10,10,10s10-4.48,10-10S17.52,2,12,2z M17,13h-4v4h-2v-4H7v-2h4V7h2v4h4V13z\"><\/path><\/svg><svg class=\"advgb-icon-opened\" fill=\"#fff\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"24\" height=\"24\" viewBox=\"0 0 24 24\"><path fill=\"none\" d=\"M0,0h24v24H0V0z\"><\/path><path d=\"M12,2C6.48,2,2,6.48,2,12s4.48,10,10,10s10-4.48,10-10S17.52,2,12,2z M17,13H7v-2h10V13z\"><\/path><\/svg><\/span><h4 class=\"advgb-accordion-header-title\" style=\"color:inherit\"><strong>A. Un guide pratique pour int\u00e9grer une approche inclusive dans son enseignement en auto-formation<\/strong><\/h4><\/div><div class=\"advgb-accordion-body\" style=\"border-style:solid !important;border-width:1px !important;border-color:undefined !important;border-top:none !important;border-radius:2px !important\">\n<p>Le Service de soutien \u00e0 l\u2019enseignement de l\u2019Universit\u00e9 Laval de Qu\u00e9bec a <a href=\"https:\/\/www.enseigner.ulaval.ca\/ressources-pedagogiques\/l-approche-pedagogique-inclusive\" target=\"_blank\" rel=\"noreferrer noopener\">d\u00e9velopp\u00e9 et regroup\u00e9 un ensemble de ressources<\/a> permettant aux enseignant\u00b7es de d\u00e9velopper leurs comp\u00e9tences sur le sujet de mani\u00e8re autonome ou en b\u00e9n\u00e9ficiant d\u2019un accompagnement p\u00e9dagogique. La vid\u00e9o ci-dessous pr\u00e9sente la d\u00e9marche ainsi que l\u2019appui fourni par la structure d\u2019appui p\u00e9dagogique de l\u2019Universit\u00e9 Laval.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"L&#039;approche p\u00e9dagogique inclusive \u00e0 l&#039;Universit\u00e9 Laval\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/c3NAx_6eLb4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p>Le \u00ab&nbsp;<a href=\"https:\/\/www.enseigner.ulaval.ca\/system\/files\/public\/pedagogie\/diversifier-vos-methodes\/guide-approche-inclusive.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Guide pratique \u2013 Adopter une approche p\u00e9dagogique inclusive&nbsp;<\/a>\u00bb&nbsp;propose une s\u00e9rie d\u2019activit\u00e9s permettant aux enseignant\u00b7es d\u2019exp\u00e9rimenter la d\u00e9marche, comme l\u2019exemple ci-dessous, extrait de la page 17 :<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"1180\" height=\"1500\" src=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/guide_approche-inclusive_extrait.png\" alt=\"\" class=\"wp-image-3084\" srcset=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/guide_approche-inclusive_extrait.png 1180w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/guide_approche-inclusive_extrait-236x300.png 236w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/guide_approche-inclusive_extrait-806x1024.png 806w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/guide_approche-inclusive_extrait-768x976.png 768w\" sizes=\"auto, (max-width: 1180px) 100vw, 1180px\" \/><\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-advgb-accordions advgb-accordions-3975ef0b-6d11-4495-9bde-fc558ce6ad3d advgb-accordion-wrapper\" data-collapsed=\"true\">\n<div class=\"wp-block-advgb-accordion-item advgb-accordion-item\" style=\"margin-bottom:15px\"><div class=\"advgb-accordion-header\" style=\"background-color:#000;color:#eee;border-style:solid;border-width:1px;border-radius:2px\"><span class=\"advgb-accordion-header-icon accordion-state\"><svg class=\"advgb-icon-closed\" fill=\"#fff\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"24\" height=\"24\" viewBox=\"0 0 24 24\"><path fill=\"none\" d=\"M0,0h24v24H0V0z\"><\/path><path d=\"M12,2C6.48,2,2,6.48,2,12s4.48,10,10,10s10-4.48,10-10S17.52,2,12,2z M17,13h-4v4h-2v-4H7v-2h4V7h2v4h4V13z\"><\/path><\/svg><svg class=\"advgb-icon-opened\" fill=\"#fff\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"24\" height=\"24\" viewBox=\"0 0 24 24\"><path fill=\"none\" d=\"M0,0h24v24H0V0z\"><\/path><path d=\"M12,2C6.48,2,2,6.48,2,12s4.48,10,10,10s10-4.48,10-10S17.52,2,12,2z M17,13H7v-2h10V13z\"><\/path><\/svg><\/span><h4 class=\"advgb-accordion-header-title\" style=\"color:inherit\"><strong>B. Un Webinaire pour sensibiliser les enseignant\u00b7es<\/strong><\/h4><\/div><div class=\"advgb-accordion-body\" style=\"border-style:solid !important;border-width:1px !important;border-color:undefined !important;border-top:none !important;border-radius:2px !important\">\n<p>Dans le cadre des activit\u00e9s de formation propos\u00e9es par le <a href=\"http:\/\/go.unil.ch\/cse\" target=\"_blank\" rel=\"noreferrer noopener\">Centre de soutien \u00e0 l\u2019enseignement de l\u2019Universit\u00e9 de Lausanne<\/a>, j\u2019ai pu animer, avec ma coll\u00e8gue Marie St\u00f6cklin, un webinaire d\u2019une dur\u00e9e de 1h30 pr\u00e9sentant les trois principes de la CUA. Nous avons pr\u00e9sent\u00e9 <a href=\"https:\/\/padlet.com\/emmanuel_sylvestre\/CUA_application\" target=\"_blank\" rel=\"noreferrer noopener\">des exemples d\u2019application de ces principes<\/a> en fonction des diff\u00e9rentes activit\u00e9s p\u00e9dagogiques de l\u2019enseignant\u00b7e (Sylvestre et St\u00f6cklin, 2021). Ce padlet est ouvert aux contributions externes afin de d\u00e9velopper un r\u00e9pertoire d\u2019activit\u00e9s le plus complet possible.<\/p>\n\n\n\n<p>En fin de webinaire, une activit\u00e9 r\u00e9flexive a \u00e9t\u00e9 propos\u00e9e pour permettre aux enseignant\u00b7es de concevoir une s\u00e9ance d\u2019enseignement int\u00e9grant les principes de la CUA&nbsp;:<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"575\" src=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/webinaire_CUA_extrait-1024x575.png\" alt=\"\" class=\"wp-image-4286\" srcset=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/webinaire_CUA_extrait-1024x575.png 1024w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/webinaire_CUA_extrait-300x168.png 300w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/webinaire_CUA_extrait-768x431.png 768w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/webinaire_CUA_extrait-1536x863.png 1536w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/webinaire_CUA_extrait-1568x881.png 1568w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/webinaire_CUA_extrait-1320x741.png 1320w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/webinaire_CUA_extrait.png 1998w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p>Enfin des <a href=\"https:\/\/padlet.com\/mariestoecklin\/pedagogieinclusive\" target=\"_blank\" rel=\"noreferrer noopener\">ressources<\/a> compl\u00e9mentaires ont \u00e9t\u00e9 regroup\u00e9es au sein d\u2019un padlet afin de permettre aux enseignant\u00b7es d\u2019approfondir le sujet que ce soit sur des aspects th\u00e9oriques ou sur des aspects pratiques. La fiche ci-dessous pr\u00e9sente par exemple huit activit\u00e9s pour renforcer le sentiment d\u2019inclusion aupr\u00e8s de ses \u00e9tudiant\u00b7es.<\/p>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-d56fdc86-bcc2-4ced-8f67-b74123dc2c35\" href=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/DiversiteFR.pdf\">D\u00e9velopper le sentiment d\u2019inclusion dans l\u2019enseignement sup\u00e9rieur<\/a><a href=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/DiversiteFR.pdf\" class=\"wp-block-file__button wp-element-button\" describedby=\"wp-block-file--media-d56fdc86-bcc2-4ced-8f67-b74123dc2c35\">T\u00e9l\u00e9charger<\/a><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-advgb-accordions advgb-accordions-6526441c-18e8-4745-8800-8e247cd6fb18 advgb-accordion-wrapper\" data-collapsed=\"true\">\n<div class=\"wp-block-advgb-accordion-item advgb-accordion-item\" style=\"margin-bottom:15px\"><div class=\"advgb-accordion-header\" style=\"background-color:#000;color:#eee;border-style:solid;border-width:1px;border-radius:2px\"><span class=\"advgb-accordion-header-icon accordion-state\"><svg class=\"advgb-icon-closed\" fill=\"#fff\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"24\" height=\"24\" viewBox=\"0 0 24 24\"><path fill=\"none\" d=\"M0,0h24v24H0V0z\"><\/path><path d=\"M12,2C6.48,2,2,6.48,2,12s4.48,10,10,10s10-4.48,10-10S17.52,2,12,2z M17,13h-4v4h-2v-4H7v-2h4V7h2v4h4V13z\"><\/path><\/svg><svg class=\"advgb-icon-opened\" fill=\"#fff\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"24\" height=\"24\" viewBox=\"0 0 24 24\"><path fill=\"none\" d=\"M0,0h24v24H0V0z\"><\/path><path d=\"M12,2C6.48,2,2,6.48,2,12s4.48,10,10,10s10-4.48,10-10S17.52,2,12,2z M17,13H7v-2h10V13z\"><\/path><\/svg><\/span><h4 class=\"advgb-accordion-header-title\" style=\"color:inherit\"><strong>C. Un programme d\u2019accompagnement p\u00e9dagogique<\/strong><\/h4><\/div><div class=\"advgb-accordion-body\" style=\"border-style:solid !important;border-width:1px !important;border-color:undefined !important;border-top:none !important;border-radius:2px !important\">\n<div class=\"wp-block-advgb-columns advgb-columns-wrapper\" id=\"advgb-cols-23851da3-4e3f-48c0-87df-96cfb52e49e3\"><div class=\"advgb-columns-container\"><div class=\"advgb-columns advgb-columns-row advgb-is-mobile advgb-columns-2 layout-12-12 mbl-layout-stacked gutter-20 vgutter-10\">\n<div class=\"wp-block-advgb-column advgb-column\" id=\"advgb-col-8fcbca06-6cb6-492f-a67d-b200a1045aa6\"><div class=\"advgb-column-inner\" style=\"border-style:none;border-width:1px\">\n<p>Sous la forme d\u2019un appel \u00e0 projet, l\u2019Universit\u00e9 de Sherbrooke propose un programme intitul\u00e9 \u00ab&nbsp;Oser l\u2019approche inclusive 2020&nbsp;\u00bb permettant de soutenir les enseignant\u00b7es par un accompagnement p\u00e9dagogique et un soutien financier.<\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-advgb-column advgb-column\" id=\"advgb-col-a01ccf48-7183-49e8-970c-fa6da5948bac\"><div class=\"advgb-column-inner\" style=\"border-style:none;border-width:1px\">\n<figure class=\"wp-block-image size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"944\" height=\"1014\" src=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/guide_Sherbrooke.png\" alt=\"\" class=\"wp-image-3087\" style=\"width:237px;height:auto\" srcset=\"https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/guide_Sherbrooke.png 944w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/guide_Sherbrooke-279x300.png 279w, https:\/\/enseigner.unil.ch\/ressources\/wp-content\/uploads\/guide_Sherbrooke-768x825.png 768w\" sizes=\"auto, (max-width: 944px) 100vw, 944px\" \/><\/figure>\n<\/div><\/div>\n<\/div><\/div><\/div>\n\n\n\n<p>Les enseignant\u00b7es peuvent b\u00e9n\u00e9ficier d\u2019un accompagnement personnalis\u00e9, des ateliers de partage de pratiques et un acc\u00e8s \u00e0 des ressources compl\u00e9mentaires. Les objectifs de ce programme sont de permettre aux enseignant\u00b7es de :<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\u00ab&nbsp;<em>planifier une adaptation de pratique enseignante dans une approche inclusive en coh\u00e9sion avec son contexte d\u2019enseignement;<\/em><\/li>\n\n\n\n<li><em>concevoir une strat\u00e9gie pour limiter les obstacles \u00e0 l\u2019enseignement et \u00e0 l\u2019\u00e9valuation des apprentissages selon une approche inclusive, et ce, en coh\u00e9sion avec son contexte d\u2019enseignement;<\/em><\/li>\n\n\n\n<li><em>mettre en \u0153uvre des strat\u00e9gies permettant de limiter les obstacles \u00e0 l\u2019apprentissage;<\/em><\/li>\n\n\n\n<li><em>\u00e9valuer les retomb\u00e9es de l\u2019adaptation r\u00e9alis\u00e9e sur l\u2019accessibilit\u00e9 de l\u2019apprentissage et sur la r\u00e9ussite.<\/em>\u00ab&nbsp;<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-advgb-accordions advgb-accordions-2c725768-332b-4fa8-964c-61c1eafc7680 advgb-accordion-wrapper\" data-collapsed=\"true\">\n<div class=\"wp-block-advgb-accordion-item advgb-accordion-item\" style=\"margin-bottom:15px\"><div class=\"advgb-accordion-header\" style=\"background-color:#000;color:#eee;border-style:solid;border-width:1px;border-radius:2px\"><span class=\"advgb-accordion-header-icon accordion-state\"><svg class=\"advgb-icon-closed\" fill=\"#fff\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"24\" height=\"24\" viewBox=\"0 0 24 24\"><path fill=\"none\" d=\"M0,0h24v24H0V0z\"><\/path><path d=\"M12,2C6.48,2,2,6.48,2,12s4.48,10,10,10s10-4.48,10-10S17.52,2,12,2z M17,13h-4v4h-2v-4H7v-2h4V7h2v4h4V13z\"><\/path><\/svg><svg class=\"advgb-icon-opened\" fill=\"#fff\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"24\" height=\"24\" viewBox=\"0 0 24 24\"><path fill=\"none\" d=\"M0,0h24v24H0V0z\"><\/path><path d=\"M12,2C6.48,2,2,6.48,2,12s4.48,10,10,10s10-4.48,10-10S17.52,2,12,2z M17,13H7v-2h10V13z\"><\/path><\/svg><\/span><h4 class=\"advgb-accordion-header-title\" style=\"color:inherit\"><strong>D. Une communaut\u00e9 de pratique<\/strong><\/h4><\/div><div class=\"advgb-accordion-body\" style=\"border-style:solid !important;border-width:1px !important;border-color:undefined !important;border-top:none !important;border-radius:2px !important\">\n<p>En compl\u00e9ment des ressources d\u2019auto-formation mis \u00e0 disposition par l\u2019Universit\u00e9 Laval de Qu\u00e9bec un \u00ab&nbsp;Programme d\u2019appui au d\u00e9veloppement d\u2019une approche inclusive&nbsp;\u00bb est propos\u00e9 sous la forme d\u2019un appui financier et d\u2019une int\u00e9gration dans une communaut\u00e9 de pratique. Les objectifs de ce programme (p. 4 du document) sont de permettre aux enseignant\u00b7es de :<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\u00ab&nbsp;<em>Se positionner dans une d\u00e9marche d\u2019enseignement inclusif;<\/em><\/li>\n\n\n\n<li><em>Revoir, si n\u00e9cessaire, la structure d\u2019un cours et les objectifs d\u2019apprentissage;<\/em><\/li>\n\n\n\n<li><em>Repenser les m\u00e9thodes p\u00e9dagogiques, les activit\u00e9s d\u2019apprentissage et le processus d\u2019\u00e9valuation des apprentissages d\u2019un cours;<\/em><\/li>\n\n\n\n<li><em>Modifier, si n\u00e9cessaire, le site de cours en fonction de l\u2019approche inclusive;<\/em><\/li>\n\n\n\n<li><em>Adapter des activit\u00e9s p\u00e9dagogiques et des \u00e9valuations existantes ou en d\u00e9velopper de nouvelles en fonction de tous les \u00e9tudiants et des objectifs du cours;<\/em><\/li>\n\n\n\n<li><em>Exp\u00e9rimenter de nouvelles m\u00e9thodes p\u00e9dagogiques;<\/em><\/li>\n\n\n\n<li><em>Partager leur exp\u00e9rience \u00e0 partir des constats d\u00e9coulant du processus d\u2019adaptation.<\/em>\u00ab&nbsp;<\/li>\n<\/ul>\n\n\n\n<p>Pour l\u2019enseignant\u00b7e, cet accompagnement se d\u00e9roule en 3 phases : la modification de son enseignement en s\u2019inspirant des principes de la CUA ; l\u2019exp\u00e9rimentation concr\u00e8te et la collecte de donn\u00e9es ; le partage d\u2019exp\u00e9rience. Ce travail vise \u00e0 influer sur la posture de l\u2019enseignant\u00b7e, en l\u2019orientant vers une posture de \u00ab&nbsp;praticien r\u00e9flexif&nbsp;\u00bb voire de \u00ab&nbsp;praticien chercheur&nbsp;\u00bb (B\u00e9dard, 2014).<\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"en-guise-de-conclusion-52d4b4e2-1c49-4c07-a916-ec8b231f2554\">En guise de conclusion<\/h2>\n\n\n\n<p>Des actions concr\u00e8tes existent donc pour d\u00e9velopper les principes de la CUA dans les \u00e9tablissements d\u2019enseignement sup\u00e9rieur en se focalisant sur la formation des enseignant\u00b7es. Ces actions peuvent \u00eatre soutenues \u00e0 un niveau institutionnel, souvent port\u00e9es par des structures d\u2019appui p\u00e9dagogique, ou \u00e0 un niveau facultaire, notamment pour le d\u00e9veloppement de communaut\u00e9s de pratique.<\/p>\n\n\n\n<p>Des recherches montrent des effets positifs sur le processus d\u2019apprentissage des \u00e9tudiant\u00b7es (Capp, 2017), la qualit\u00e9 per\u00e7ue des enseignements et du mat\u00e9riel p\u00e9dagogique d\u00e9velopp\u00e9 par les enseignant\u00b7es (Schelly, Davies &amp; Spooner, 2011). Et m\u00eame si peu d\u2019\u00e9tudes ont test\u00e9 de mani\u00e8re empirique l\u2019impact de la formation des enseignant\u00b7es du sup\u00e9rieur sur les principes de la CUA, H\u00e4ggblom (2020) a pu montrer qu\u2019une s\u00e9rie d\u2019ateliers sur les principes de la CUA permettait aux enseignant\u00b7es d\u2019acqu\u00e9rir une m\u00e9thodologie durable pour accro\u00eetre la participation de l\u2019ensemble des \u00e9tudiant\u00b7es gr\u00e2ce \u00e0 un enseignement centr\u00e9 sur leur apprentissage. Il est bien entendu, comme le mentionne Bunescu (2021), que l\u2019introduction d\u2019une telle approche doit s\u2019inscrire dans un agenda institutionnel afin de maximiser l\u2019impact des solutions d\u00e9ploy\u00e9es et de rendre durables les actions men\u00e9es.<\/p>\n\n\n\n<div style=\"height:100px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"pour-aller-plus-loin-ac4c2fcd-a70c-4bc5-8c71-eeba2c1da00e\">Pour aller plus loin\u2026<\/h2>\n\n\n\n<p>B\u00e9dard, D. (2014). <a href=\"https:\/\/www.cairn.info\/la-pedagogie-universitaire-a-l-heure-du-numerique--9782804184810-page-97.htm\" target=\"_blank\" rel=\"noreferrer noopener\">Chapitre 5. \u00catre enseignant ou devenir enseignant dans le sup\u00e9rieur&nbsp;: telle est la question\u2026 de posture&nbsp;!<\/a> In G. Lameul (\u00e9d.),&nbsp;<em>La p\u00e9dagogie universitaire \u00e0 l\u2019heure du num\u00e9rique: Questionnement et \u00e9clairage de la recherche<\/em>&nbsp;(pp. 97-109). Louvain-la-Neuve, Belgique: De Boeck Sup\u00e9rieur.<\/p>\n\n\n\n<p>Bergeron, L., Rousseau, N. et Leclerc, M. (2011). <a href=\"https:\/\/www.researchgate.net\/publication\/289066629_La_pedagogie_universelle_au_coeur_de_la_planification_de_l%27inclusion_scolaire\" target=\"_blank\" rel=\"noreferrer noopener\">La p\u00e9dagogie universelle : Au c\u0153ur de la planification de l\u2019inclusion scolaire<\/a>. <em>\u00c9ducation et francophonie, 39<\/em>(2), 87-104.<\/p>\n\n\n\n<p>Bunescu, L. (2021, february). <a href=\"https:\/\/www.universityworldnews.com\/post.php?story=20210215140003124\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Achieving inclusion in higher education by design<\/em><\/a>.<\/p>\n\n\n\n<p>Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016<em>.&nbsp;International Journal of Inclusive Education,&nbsp;21<\/em>(8), 791-807.<\/p>\n\n\n\n<p>EHEA (2018, mai). <a href=\"http:\/\/ehea.info\/media.ehea.info\/file\/2018_Paris\/77\/1\/PARIS_FINAL%20COMMUNIQUE_Traduction%20FR.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Communiqu\u00e9 de Paris<\/a>.<\/p>\n\n\n\n<p>EHEA (2020, novembre). <a href=\"http:\/\/www.ehea.info\/Upload\/Rome_Ministerial_Communique.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Communiqu\u00e9 de Rome<\/a>.<\/p>\n\n\n\n<p>European University Association (2021, March). <a href=\"https:\/\/eua.eu\/downloads\/publications\/eua%20tpg%20report_approaches%20in%20learning%20and%20teaching%20to%20promoting%20equity%20and%20inclusion.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Approaches in learning and teaching to promoting equity and inclusion<\/em><\/a>. Learning &amp; Teaching paper #12. Brussels : EUA.<\/p>\n\n\n\n<p>H\u00e4ggblom, P. (2020). <em>The impact of Universal Design for Learning in higher education. Experiences of university teachers two or three years after attending a workshop series on UDL<\/em>.<\/p>\n\n\n\n<p>Rose, D.H. et Meyer, A. (2002). <a href=\"http:\/\/udltheorypractice.cast.org\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Teaching every student in the digital age: Universal Design for Learning<\/em><\/a><em>.<\/em> Alexandria, VA: Association for Supervision and Curriculum Development.<\/p>\n<style class=\"advgb-styles-renderer\">#advgb-col-0728abeb-d893-4949-b108-5a9d5e80c3a2>.advgb-column-inner{}@media screen and (max-width: 1023px) {#advgb-col-0728abeb-d893-4949-b108-5a9d5e80c3a2>.advgb-column-inner{}}@media screen and (max-width: 767px) {#advgb-col-0728abeb-d893-4949-b108-5a9d5e80c3a2>.advgb-column-inner{}}#advgb-col-547486ad-cbc1-40ca-9bd5-9595beac6275>.advgb-column-inner{}@media screen and (max-width: 1023px) {#advgb-col-547486ad-cbc1-40ca-9bd5-9595beac6275>.advgb-column-inner{}}@media screen and (max-width: 767px) {#advgb-col-547486ad-cbc1-40ca-9bd5-9595beac6275>.advgb-column-inner{}}#advgb-cols-dfa22eae-38d6-4d95-aa33-032012f1bb56{}@media screen and (max-width: 1023px) 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