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La relation à l’apprendre des étudiants handicapés à l’université : sens des études, socialisation, temporalités

Abstract : Since the 2005 bill, more and more students recognised as disabled by French universities are undertaking a degree in higher education: In 15 years, their number has gone up fourfold. Their ever-growing presence in French universities falls in line with the increase of students’ attendance and the diversification of students’ social origins. It also stems from the government’s will to move from mainstreaming to inclusive education. This research investigates the learning of students with disabilities in its epistemological, identity and social dimensions. As such, we aim to understand how the university experience engender cognitive and identity transformations through the cognitive and social process underpinned by the action of learning. These transformations and evolutions happen in relations with multiple temporalities within the university and disciplinary contexts. By using a comprehensive and qualitative approach, longitudinal follow-ups are used to investigate the relationship to learning of students recognised as disabled by French universities. The thorough analysis of the interactions between the student’s project, their social experiences and their learning perspectives enables us to understand the meaning, which disabled students give to their university education and their presence within its institutions. The results of our investigation reveal the diversity of experiences as well as the variety of what “learning” and “success” mean for disabled students attending university. The limitations towards accessibility of knowledge and learning raise the question of how disability influences the student’s experience as well as the objectifiable learning possibilities offered by the institutions but subjectively perceived by the learners.
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  • HAL Id : tel-03097548, version 1

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Anaëlle Milon. La relation à l’apprendre des étudiants handicapés à l’université : sens des études, socialisation, temporalités. Education. Université de Lorraine, 2020. Français. ⟨NNT : 2020LORR0140⟩. ⟨tel-03097548⟩

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