Enseignants et éducation spécialisée en Italie Formation, rôle, compétences dans les contextes d'intégration et d'inclusion (notice n° 766667)
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| fixed length control field | 05008cam a2200457 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123104309.0 |
| 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 | de Anna, Lucia |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Enseignants et éducation spécialisée en Italie Formation, rôle, compétences dans les contextes d'intégration et d'inclusion |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2014.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 33 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | L’article met en lumière les dimensions pédagogique et didactique du processus d’intégration et d’inclusion dans le système scolaire italien ; il s’intéresse notamment à la formation des enseignants, en particulier celle des enseignants de soutien, ainsi qu’au rôle et aux compétences de tous les acteurs impliqués. Tout d’abord, l’accueil dans la classe, fondé à la fois sur la connaissance des situations particulières et sur les aspects positifs des rapports interpersonnels, donne lieu à un travail commun entre l’enseignant ordinaire et l’enseignant de soutien. À ce titre, l’enseignant de la classe ne se contente pas de déléguer à l’enseignant de soutien l’élève en situation de handicap ; il acquiert au contact de son collègue des compétences spécifiques sur le handicap et les intègre à sa propre pratique disciplinaire, par exemple en collaborant avec lui à la mise au point des matériels didactiques adaptés pour répondre aux besoins de l’élève ou en anticipant les corrélations possibles avec le programme d’enseignement suivi. De son côté, le maître de soutien, qui est amené à observer l’ensemble de la classe et particulièrement les élèves qui interagissent avec l’élève en situation de handicap, participe à l’évaluation de tous. L’implication de l’ensemble de l’école, des responsables et de tous les agents concernés est indispensable afin de créer les conditions d’une prise de conscience commune du projet à partager et soutenir. Les parents participent à la construction du projet de vie en apportant en particulier les informations nécessaires à l’élaboration du plan éducatif. Enfin, la formation des enseignants, y compris celle des enseignants spécialisés, est fondatrice de ce processus d’intégration et d’inclusion. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article highlights the pedagogical and didactic dimensions of the process of integration and inclusion in the Italian school system, and focuses on teacher training, in particular on the training of specialized support teachers as well as on the role and skills of all persons involved. First of all, there are accommodations for the pupil in the class, which are based on knowledge of specific situations and a positive approach to interpersonal relations. This entails cooperation between the mainstream teacher and the specialized support teacher. The mainstream class teacher does not simply delegate work with the pupil in a situation of disability to the support teacher. Through his contact with the support teacher, the mainstream teacher acquires specific skills related to disability, and integrates them into his own teaching practices. For example, the mainstream teacher can cooperate with the support teacher in designing pedagogical material adapted to the needs of the pupil, or he can anticipate possible interconnections between the mainstream and specialized programs. As for the specialized support teacher, he will have the opportunity to observe the entire class, in particular those pupils who interact with the pupil in a situation of disability, and he participates in the evaluation of all pupils.The involvement of everyone in the school, directors and all other personnel, is indispensable in order to create shared awareness concerning the educational project to be shared and supported. Parents help build this project of life by providing information necessary to create an educational plan. Lastly, teacher training, including training of specialized teachers, is at the very foundation of this process of integration and inclusion. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Collaboration |
| 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 | Italie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Enseignant de soutien |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Interactions |
| 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 | Besoins éducatifs particuliers |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Formation des maîtres |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Pédago |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Didactique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Accessibilité pédagogique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Intégration |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Cooperation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Specialization |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Teacher training |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Interactions |
| 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 | Support teacher |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Didactics |
| 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 | Special educational needs |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Italy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Integration |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue de l'adaptation et de la scolarisation | 66 | 2 | 2014-07-01 | p. 191-205 | 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-2014-2-page-191?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-de-l-adaptation-et-de-la-scolarisation-2014-2-page-191?lang=fr&redirect-ssocas=7080</a> |
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