Directeur de Segpa : une fonction en transformation. Quelles postures et leviers pour un établissement inclusif ? (notice n° 766252)
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| fixed length control field | 02889cam a2200313 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123104148.0 |
| 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 | Gout-Kravtchenko, Catherine |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Directeur de Segpa : une fonction en transformation. Quelles postures et leviers pour un établissement inclusif ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 31 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | La direction de Segpa occupe une place stratégique pour l’inclusion scolaire. À l’échelle d’un établissement scolaire, elle est à l’interface de quatre entités dont l’alliance parait nécessaire afin de créer les conditions d’un processus d’inclusion : professeurs de l’enseignement général, professeurs spécialisés, personnels de direction, élèves et leur famille. L’auteure propose dans cet article une analyse de la place du directeur ou de la directrice de Segpa à ce dessein. Dans un parcours parfois semé d’embûches, celui-ci peut lever les méfiances, les défiances, la méconnaissance et l’inquiétude envers les profils particuliers. Par des attitudes d’empathie et d’assertivité, il peut remettre chaque partie en confiance et en dignité réciproque. Ainsi peuvent être mis en place des projets exigeants, des parcours individualisés, une participation aux activités du collège, des temps coopératifs et la mixité des classes. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The administration of Segpa (adapted general and vocational education section) has a strategic place for inclusive education. At the scale of a school, it is at the interface of four entities whose alliance seems necessary in order to create the conditions for a process of inclusion: general education teachers, specialist teachers, administration staff, students and their families. The author offers in this article an analysis of the place of the director of Segpa in this purpose. In a course that is sometimes strewn with pitfalls, it can dispel mistrust, distrust, ignorance and concern about particular profiles. Through attitudes of empathy and assertiveness, he can give each party to confidence and mutual dignity. In this way, demanding projects, individualized courses, participation in college activities, cooperative time and mixed classes can be set up. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Empathie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Directeur de Segpa |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Alliance |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Assertivité |
| 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 | Parcours individualisé |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Individualized path |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Director of Segpa |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Alliance |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | School inclusion |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Assertive |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Empathy assertiveness |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue - Éducation et société inclusives | 93 | 1 | 2022-05-13 | p. 121-135 | 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-2022-1-page-121?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2022-1-page-121?lang=fr&redirect-ssocas=7080</a> |
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