23

Inclusion has become a way of taking into account the diversity of people in education. In this paper, the ethnographic study describes how issues of ethnicity, immigration, cultural stereotypes and disability combine to create “algorithms of access” (or schemes of access) to resources for assistance and educational programs for mothers of children with disabilities. The stories of three immigrant women from different origins living in New York City illustrate how the complex relationships between these multiple factors interact to create (or not) obstacles to services and appropriate educational settings for their children. The knowledge that mothers have acquired through their practice of these institutions in the host country is the substance of a specific report with the institutions. A comparative approach between the process of inclusion in France and the United States makes it possible to highlight the mediation strategies of migrant mothers of children with disabilities. This is a contribution to teacher training.