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Professeur des écoles dans une école inclusive : vers une nouvelle professionnalisation dans la construction bipartite enseignant/AVS ?

Abstract : If the French Educational Inclusion law (2005) transformed the schooling of a pupil in a situation of disability, it also focuses on cooperation and collaborative arrangements between the actors. This article aims at studying the teacher and special needs assistant (AVS) relationships, mainly when they have to welcome and assist disabled pupils. In other words, how to build real practices support in classrooms? Following explaining how the concepts work, we are suggesting to describe the methodological survey and to analyze interviews and observations made in classroom. Although teachers and AVS share the same knowledge about the law application, we notice different practices according to school contexts, leading to various help of the AVS towards the pupils.
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https://hal.univ-lorraine.fr/hal-01432969
Contributor : Lisec Ul <>
Submitted on : Thursday, January 12, 2017 - 11:50:51 AM
Last modification on : Tuesday, May 25, 2021 - 9:52:03 AM

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Véronique Barthélémy. Professeur des écoles dans une école inclusive : vers une nouvelle professionnalisation dans la construction bipartite enseignant/AVS ?. La nouvelle revue de l'adaptation et de la scolarisation, Éd. de l'INSHEA, 2014, De l'hyperactivité au TDA/H, 68 (4), pp.239-252. ⟨hal-01432969⟩

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