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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.
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https://hal-normandie-univ.archives-ouvertes.fr/hal-02333215
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Submitted on : Friday, October 25, 2019 - 11:34:43 AM
Last modification on : Friday, August 5, 2022 - 9:24:58 AM

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Diane Bedoin, Martine Janner-Raimondi. Parcours d’inclusion de jeunes enfants en situation de handicap en maternelle : rapport(s) au cadre des règles de vie de classe. Carrefours de l'éducation, Armand Colin, 2016, 2005-2015 - Quelles évolutions en matière d’inclusion ?, pp.75-90. ⟨10.3917/cdle.042.0075⟩. ⟨hal-02333215⟩

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