Du rapport Warnock à la loi du 11 février 2005 : how to insight into the special needs ? (notice n° 764957)
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| fixed length control field | 03117cam a2200313 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123103800.0 |
| 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 | Barry, Valérie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Du rapport Warnock à la loi du 11 février 2005 : how to insight into the special needs ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2010.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 100 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | En interrogeant trois traductions possibles d’une recommandation contenue dans le rapport Warnock : « to insight into the special needs », l’auteur explore en quoi le concept de Besoin éducatif particulier (BEP) peut avoir un rôle pédagogique, dans le cadre de la scolarisation d’élèves en situation de handicap. Plus précisément, Valérie Barry envisage les besoins d’apprentissage comme les outils : d’un travail de dé-représentation, à partir de la non-expression d’une compétence ; du passage d’une posture d’enseignant à une posture de chercheur, dans la construction d’aides pédagogiques adaptées ; de la mise en place d’une co-médiation, entre les différents partenaires de la scolarisation. Le propos prend en particulier appui sur l’exemple d’un enfant trisomique en grande difficulté d’écriture, dont la situation pédagogique est étudiée autour de quatre champs de besoins d’apprentissages : relationnels, instrumentaux, cognitifs, culturels. L’article se conclut sur une réflexion au sujet de l’avenir du concept de BEP, dans une école inclusive qui prend institutionnellement appui sur un principe de non-discrimination. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The author explores three translations in French of a recommendation included into the Warnock report: “to insight into the special needs”, and attempts to demonstrate how the concept of special educational need can play a major pedagogical part, in the framework of schooling of handicapped children. More precisely, Valerie Barry considers educational needs as tools for: a change of social representations about disabled people’s skills; the passage from a teaching posture to a research posture; the building of a co-mediation, which is a kind of efficient partnership between actors of schooling process. The topic leans on an example of a trisomic pupil who finds it very difficult to write. Four fields of learning needs structure the child situation study: relational, instrumental, cognitive, and cultural. The conclusion of the paper is about the future of the concept of special educational need, in an inclusive school that advocates a non-discrimination principle. |
| 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 | Transition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Co-médiation |
| 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 | Apprentissage |
| 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 | Transition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Co-mediation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Learning |
| 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 | 49 | 1 | 2010-05-01 | p. 217-230 | 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-2010-1-page-217?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2010-1-page-217?lang=fr&redirect-ssocas=7080</a> |
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