Approche clinique et didactique de l’inclusion des élèves porteurs de troubles du comportement

This article is based on interviews and observations of teachers in the one hand and kids with behavioural disorders in the other hand. The aim is to propose a clinical and didactical approach of obstacles within the classroom to demonstrate that inclusiveness requires to take into account special s...

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Main Authors: Sylvie Canat-Faure, Capucine Huet
Format: Article
Language:fra
Published: Presses universitaires de la Méditerranée 2022-09-01
Series:Éducation et Socialisation
Subjects:
Online Access:https://journals.openedition.org/edso/20964
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author Sylvie Canat-Faure
Capucine Huet
author_facet Sylvie Canat-Faure
Capucine Huet
author_sort Sylvie Canat-Faure
collection DOAJ
description This article is based on interviews and observations of teachers in the one hand and kids with behavioural disorders in the other hand. The aim is to propose a clinical and didactical approach of obstacles within the classroom to demonstrate that inclusiveness requires to take into account special scaffholding needs for teachers as much as for students. Authors address an in-between posture and transitional phenomenon as key elements to offer secured learning situations and contexts. Inclusiveness at stake summons scaffholded frameworks to support learning processes for students and their teachers.
format Article
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institution Kabale University
issn 2271-6092
language fra
publishDate 2022-09-01
publisher Presses universitaires de la Méditerranée
record_format Article
series Éducation et Socialisation
spelling doaj-art-720687714fac441ba3debcee234822e32025-01-30T13:38:22ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922022-09-016510.4000/edso.20964Approche clinique et didactique de l’inclusion des élèves porteurs de troubles du comportementSylvie Canat-FaureCapucine HuetThis article is based on interviews and observations of teachers in the one hand and kids with behavioural disorders in the other hand. The aim is to propose a clinical and didactical approach of obstacles within the classroom to demonstrate that inclusiveness requires to take into account special scaffholding needs for teachers as much as for students. Authors address an in-between posture and transitional phenomenon as key elements to offer secured learning situations and contexts. Inclusiveness at stake summons scaffholded frameworks to support learning processes for students and their teachers.https://journals.openedition.org/edso/20964inclusivenessbehavioural disordersclinical approachdidactical approachdefense mecanism
spellingShingle Sylvie Canat-Faure
Capucine Huet
Approche clinique et didactique de l’inclusion des élèves porteurs de troubles du comportement
Éducation et Socialisation
inclusiveness
behavioural disorders
clinical approach
didactical approach
defense mecanism
title Approche clinique et didactique de l’inclusion des élèves porteurs de troubles du comportement
title_full Approche clinique et didactique de l’inclusion des élèves porteurs de troubles du comportement
title_fullStr Approche clinique et didactique de l’inclusion des élèves porteurs de troubles du comportement
title_full_unstemmed Approche clinique et didactique de l’inclusion des élèves porteurs de troubles du comportement
title_short Approche clinique et didactique de l’inclusion des élèves porteurs de troubles du comportement
title_sort approche clinique et didactique de l inclusion des eleves porteurs de troubles du comportement
topic inclusiveness
behavioural disorders
clinical approach
didactical approach
defense mecanism
url https://journals.openedition.org/edso/20964
work_keys_str_mv AT sylviecanatfaure approchecliniqueetdidactiquedelinclusiondeselevesporteursdetroublesducomportement
AT capucinehuet approchecliniqueetdidactiquedelinclusiondeselevesporteursdetroublesducomportement