 |
Journal articles
Parcours d’inclusion de jeunes enfants en situation de handicap en maternelle : rapport(s) au cadre des règles de vie de classe
Parcours d’inclusion de jeunes enfants en situation de handicap en maternelle : rapport(s) au cadre des règles de vie de classe
Abstract : Ten years after the law providing for the inclusion of handicapped children within the ordinary state school system was passed on 11th February 2005, this paper takes a look at the qualitative transformations brought about in kindergartens by the inclusion of young children with handicaps. Within the context of a double theoretical framework, phenomenological and integrationist, the paper analyses the factors promoting school and social inclusiveness and those slowing it down. The corpus analysed consists in semi-directive interviews with non-specialised child professionals (school heads, teachers, and classroom adjuncts) and films in two kindergarten classes. The cross-analysis of the data shows the meaning given to inclusion and the changes in professional practice that arise as a consequence. Our tentative results articulate how a framework shared by all those involved and susceptible of changing according to special educational needs can promote the process of inclusion.
https://hal-normandie-univ.archives-ouvertes.fr/hal-02333215
Contributor : Diane BEDOIN Connect in order to contact the contributor
Submitted on : Friday, October 25, 2019 - 11:34:43 AM
Last modification on : Friday, August 5, 2022 - 9:24:58 AM
Contributor : Diane BEDOIN Connect in order to contact the contributor
Submitted on : Friday, October 25, 2019 - 11:34:43 AM
Last modification on : Friday, August 5, 2022 - 9:24:58 AM
