| 000 | 01217cam a2200193 4500500 | ||
|---|---|---|---|
| 005 | 20250119091735.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aKatz, Serge _eauthor |
| 700 | 1 | 0 |
_a Legendre, Florence _eauthor |
| 700 | 1 | 0 |
_a Connan, Pierre-Yves _eauthor |
| 700 | 1 | 0 |
_a Charles, Frédéric _eauthor |
| 245 | 0 | 0 | _aWhat special needs education means for primary school teachers |
| 260 | _c2021. | ||
| 500 | _a31 | ||
| 520 | _aThe implementation of the inclusive school system has led to an extension of the field of disability in primary schools. The enrolment of students “with disabilities” or “with special needs” in ordinary classes has led to an increase in the workloads of primary teachers. Alongside this, these teachers are subject to decreasing professional recognition and independence. The transformation of the professionalism of teachers by their employer is contributing to the degradation of teachers’ working conditions by redefining the role and mandate of the profession. | ||
| 786 | 0 | _nAgora débats/jeunesses | o 87 | 1 | 2021-01-14 | p. 95-111 | 1268-5666 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-agora-debats-jeunesses-2021-1-page-95?lang=en&redirect-ssocas=7080 |
| 999 |
_c406545 _d406545 |
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