Des groupes de parole avec des adolescents bénéficiant d’une Ulis-collège : vivre et fantasmer l’inclusion scolaire (notice n° 765906)
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| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123104044.0 |
| 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 | Ployé, Alexandre |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Des groupes de parole avec des adolescents bénéficiant d’une Ulis-collège : vivre et fantasmer l’inclusion scolaire |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2018.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 28 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cet article vise à questionner lors d’un travail de thèse un matériau constitué par deux groupes de parole tenus auprès d’élèves en situation de handicap cognitif inscrits dans une Unité localisée pour l’inclusion scolaire (Ulis) dans un collège. L’auteur se donne pour objectif de comprendre comment ces élèves parlent de leur expérience de l’inclusion scolaire et la fantasment, en regard de leur position d’élèves accompagnés par un dispositif spécifique mais aussi de leur position d’adolescents. L’analyse s’inscrit dans une démarche clinique d’orientation psychanalytique. Elle établit quels éprouvés émergent de la parole des élèves et quelles stratégies ils mettent en place pour s’adapter aux exigences du contexte inclusif. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article aims to question during a doctorate research a material constituted by two groups of speech held with students with cognitive disabilities enrolled in a Localized Unit for Inclusive Education (Ulis) in a French middle school. The author aims to understand how these students talk about their experience of inclusive education and fantasy it, in relation to their position as students involved in a specific pedagogical set but also their position as adolescents. The analysis is part of a clinical approach with psychoanalytical background. It establishes what kinds of emotions emerge from student’ speech and what strategies they put in place to fit the demands of inclusive context. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Inclusion scolaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Adolescence |
| 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 | Ulis |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Middle school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Inclusive education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Teenage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Ulis |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue - Éducation et société inclusives | 82 | 2 | 2018-07-13 | p. 47-62 | 2609-5211 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2018-2-page-47?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2018-2-page-47?lang=fr&redirect-ssocas=7080</a> |
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