Être une enseignante de l'école inclusive dans le second degré : quelle(s) posture(s) ? Quelles formes de collaboration ? (notice n° 1053804)
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| fixed length control field | 02511cam a2200385 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250128064755.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Champeval, Béatrice |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Être une enseignante de l'école inclusive dans le second degré : quelle(s) posture(s) ? Quelles formes de collaboration ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2013.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 3 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | En prenant appui sur une double expérience d’enseignement en Ulis (Unité localisée pour l’inclusion scolaire), d’une part dans un lycée professionnel et d’autre part dans un collège, Béatrice Champeval relève des indicateurs de (non-)réussite de la mise en place de dispositifs pédagogiques inclusifs. Elle s’intéresse en particulier à la prise en compte des besoins des collègues impliqués dans la scolarisation d’élèves à besoins spécifiques, aux postures que l’on peut adopter pour parler du handicap cognitif aux élèves, et à la construction de pistes de travail concrètes contribuant à dépasser des obstacles dans l’acceptation et la reconnaissance de toutes les formes de différences. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Building on a double teaching experience in an “Ulis“ (or localized unit for school Inclusion), respectively in a vocational high school and in a college, Béatrice Champeval notes indicators of (non-)successfull implementation of inclusive teaching methods. She particularly focuses on the taking into account of the needs of colleagues involved in the schooling of pupils with special needs, the postures which one can adopt to speak to the pupils about the cognitive disability, and the construction of lines of “concrete“ working tracks contributing to overcome obstacles in the acceptance and the recognition of all forms of differences. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Handicap |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Différence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Inclusion |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Troubles cognitifs |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Équipe |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Formation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Collège |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Besoins |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Posture |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Handicap |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Needs |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Cognitive disability |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Training |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Inclusion |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | College |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Team |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Differences |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Posture |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue de l'adaptation et de la scolarisation | 61 | 1 | 2013-04-01 | p. 219-228 | 1957-0341 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2013-1-page-219?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2013-1-page-219?lang=fr&redirect-ssocas=7080</a> |
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