Un acteur aux missions en pleine redéfinition : l'enseignant spécialisé. Éclairages sur le second degré (notice n° 765241)

détails MARC
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005 - DATE AND TIME OF LATEST TRANSACTION
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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 Nesme, Claire
Relator term author
245 00 - TITLE STATEMENT
Title Un acteur aux missions en pleine redéfinition : l'enseignant spécialisé. Éclairages sur le second degré
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Date of publication, distribution, etc. 2010.<br/>
500 ## - GENERAL NOTE
General note 41
520 ## - SUMMARY, ETC.
Summary, etc. Accompagner l’enfant malade et/ou en situation de handicap demande à l’enseignant spécialisé, d’une part, de créer les bonnes conditions pour le faire entrer dans les apprentissages, d’autre part, de participer à coordonner de manière pertinente son parcours scolaire. L’objectif est d’accéder à une inclusion scolaire réussie. Au fait des évolutions successives de l’École, il doit être en phase avec celles-ci dans ses analyses de situations. Cependant, il n’est pas seul dans l’accompagnement de ces familles. Au sein de services médico-sociaux, centres ressources, centres de référence et services sanitaires, des équipes pluri professionnelles attendent sa contribution experte. Il collabore également avec les équipes pédagogiques des établissements scolaires d’origine, auprès desquelles il est une personne ressource au regard attendu. En service hospitalier, on observe que la scolarité est en perpétuel réajustement, ce qui doit être vécu à la fois comme un gage de respect de l’état de santé du jeune patient et comme un gage d’optimisation des capacités d’apprentissages du moment présent.
520 ## - SUMMARY, ETC.
Summary, etc. The work and activities of Special Educational Needs Teachers have been taking new directions at the turn of the century. They still assist, assess and accompany students in their learning process and in the many aspects of their school life. They also have a consulting and liaising role in referral units, resource centres as well as medical teams and social services. Within cross-functional teams, they submit their expertise of the school establishment and of the abilities expected and required at each stage of the curriculum. They inform and accompany SEN pupils towards a realistic, well-informed personal or professional project, thinking both in terms of school and of social inclusion. In hospital schools as well as mainstream schools, their knowledge of how disabilities, diseases or emotional vulnerability can affect the learning process and the school life of SEN pupils enables them to offer adapted teaching, and to support and inform other professionals.
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 Adolescents malades
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Accompagnement pédagogique
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element d'adaptation
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Équipes pluri professionnelles
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Missions (d'enseignement
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Enseignants spécialisés
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Second degré (stru
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element d'accompagnement)
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Pedagogical accompaniment
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Specialized teachers
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element accompaniment)
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Multidisciplinary professional teams
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Adolescents with illnesses
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Disability
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Roles (teaching
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element adaptation
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element Secondary school system (e
700 10 - ADDED ENTRY--PERSONAL NAME
Personal name Ray, Blandine
Relator term author
786 0# - DATA SOURCE ENTRY
Note La nouvelle revue de l'adaptation et de la scolarisation | 51 | 3 | 2010-10-01 | p. 55-65 | 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-2010-3-page-55?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2010-3-page-55?lang=fr&redirect-ssocas=7080</a>

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