Les progrès en compréhension de récits chez des élèves présentant des troubles du développement intellectuel
In 2005, the French government passed two laws which are going to radically change the missions assigned to the school system. The first, the law for the equality of rights and chances for disabled people, recognizes the right for every child with a handicap to be enrolled in an ordinary school. The...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2015-10-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/6780 |
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| author | Sylvie Cèbe Florence Lévite |
| author_facet | Sylvie Cèbe Florence Lévite |
| author_sort | Sylvie Cèbe |
| collection | DOAJ |
| description | In 2005, the French government passed two laws which are going to radically change the missions assigned to the school system. The first, the law for the equality of rights and chances for disabled people, recognizes the right for every child with a handicap to be enrolled in an ordinary school. The second, the law of orientation and program for the future of schools, commits the teachers to guarantee to these pupils the mastery of the skills defined by the common base, in which the first priority is given to "the language ability" and particularly to "the capacity to read and to understand varied texts". But is it really possible to reach this goal with pupils presenting significant disorders in intellectual development? To bring an answer to this question, we led an original experiment in an inclusive classroom (CLIS) welcoming pupils, from 7 to 9 years old. It was designed to estimate the effects of the implementation of a device adapted to those pupils’ particular needs and to teach them ways to understand a long text, to memorize the main events within, and to retell the story. The results allow us to argue that the proposed adaptations are relevant because they produced positive effects on these three aspects. |
| format | Article |
| id | doaj-art-a95f227c46354724832a2f0fb11893ca |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2015-10-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-a95f227c46354724832a2f0fb11893ca2025-01-10T14:03:50ZfraNantes UniversitéRecherches en Éducation1954-30772015-10-012310.4000/ree.6780Les progrès en compréhension de récits chez des élèves présentant des troubles du développement intellectuelSylvie CèbeFlorence LéviteIn 2005, the French government passed two laws which are going to radically change the missions assigned to the school system. The first, the law for the equality of rights and chances for disabled people, recognizes the right for every child with a handicap to be enrolled in an ordinary school. The second, the law of orientation and program for the future of schools, commits the teachers to guarantee to these pupils the mastery of the skills defined by the common base, in which the first priority is given to "the language ability" and particularly to "the capacity to read and to understand varied texts". But is it really possible to reach this goal with pupils presenting significant disorders in intellectual development? To bring an answer to this question, we led an original experiment in an inclusive classroom (CLIS) welcoming pupils, from 7 to 9 years old. It was designed to estimate the effects of the implementation of a device adapted to those pupils’ particular needs and to teach them ways to understand a long text, to memorize the main events within, and to retell the story. The results allow us to argue that the proposed adaptations are relevant because they produced positive effects on these three aspects.https://journals.openedition.org/ree/6780writing and readinghandicap and learning disabilities |
| spellingShingle | Sylvie Cèbe Florence Lévite Les progrès en compréhension de récits chez des élèves présentant des troubles du développement intellectuel Recherches en Éducation writing and reading handicap and learning disabilities |
| title | Les progrès en compréhension de récits chez des élèves présentant des troubles du développement intellectuel |
| title_full | Les progrès en compréhension de récits chez des élèves présentant des troubles du développement intellectuel |
| title_fullStr | Les progrès en compréhension de récits chez des élèves présentant des troubles du développement intellectuel |
| title_full_unstemmed | Les progrès en compréhension de récits chez des élèves présentant des troubles du développement intellectuel |
| title_short | Les progrès en compréhension de récits chez des élèves présentant des troubles du développement intellectuel |
| title_sort | les progres en comprehension de recits chez des eleves presentant des troubles du developpement intellectuel |
| topic | writing and reading handicap and learning disabilities |
| url | https://journals.openedition.org/ree/6780 |
| work_keys_str_mv | AT sylviecebe lesprogresencomprehensionderecitschezdeselevespresentantdestroublesdudeveloppementintellectuel AT florencelevite lesprogresencomprehensionderecitschezdeselevespresentantdestroublesdudeveloppementintellectuel |