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The survey presented concerns the direct observation of teaching aids to understanding the instructions and performing the exercises, listed during 192 working sessions (96 in French and 96 in mathematics, in 18 elementary school classes). 15314 gestures were counted and compared according to the type of class (educating of designated pupils “with disabilities” vs educating of pupils designated “in major difficulty in school”), and according to the type of pupils they address (the pupil designated vs another pupil vs class group). We consider in a heuristic aim, the relevance of the notion of genericity-specificity degree, which makes it possible to think the gestures of study assistance, not in an unhooked way of the ordinary practices but in the continuity and the articulation with these, as specific orchestration of generic dispositions.