Session Information
04 SES 03, Collaboration between Professionals
Paper Session
Contribution
In France, the law « for equal rights and opportunity, the participation and the citizenship of disabled persons”, dated February eleventh 2006, imposes registration of all students in each school discrict and, wherever possible for disabled people to be schooled within the mainstream education system.
A new function called special needs assistant (« Auxiliaire de vie scolaire » : AVS) is created in order to aid and guide disabled students, without benefiting from specific training. Often, ordinary teachers manifest difficulties in making mentally handicapped students more autonomous due to lack of training. Some of them delegate tasks to the special needs assistant who sometimes is better informed about certain difficulties (Toullec-Thery, Nedelec-Trohel, 2009) sometimes others reduce the role of the special needs assistant to care tasks. In general we observed that a team, composed of an ordinary teacher and a special needs assistant, meet with difficulties in learning included students (ibid). In this proposal, we throw light on two teams, composed of a special needs assitant and a special teacher, in a primary school and in a secondary school, who elaborated a functional collaboration. How do these actors construct their respective places and their roles in situ to make students with mental handicap autonomous learners ? Which types of didactic systems enable these new pratices to function in Education? Consequently, in which way these cultural changes modify teaching practices in special classes and, by extension, in ordinary classes ?
This research takes place in didactics of mathematics (Brousseau, 1986) and is based on a model of the teacher’s action (Sensevy et al., 2000) within the Joint Action Theory in Didactics (Sensevy et Mercier, 2007). This study comes from an European project, which aimed at inclusion and job retention of disabled persons, and included a french project called « R.E.S.P.E.C.T »[1] concerning the professional orientation of the special needs assistants. We try improving the joint practices of special need assistant and teacher to aid disabled students in situ.
[1] « Réseau de l’Economie Sociale et solidaire Pour l’Egalité des Chances et la conciliation des Temps » coordinated by the « Collège Coopératif de Bretagne ».
Method
Expected Outcomes
References
Brousseau, G. (1986). La théorisation de l’enseignement des mathématiques. Thèse d’état. Nédélec-Trohel, I., Toullec-Théry, M. (en cours d’acceptation). Un dispositif paradoxal d’aide et de scolarisation des élèves en situation de handicap. Croisements de techniques pour analyser les actions verbales et non verbales d’une dyade maître de classe-AVS. Carrefours de l'Education. Noll, J.W. (2008). Is full inclusion of disabled students desirable?. Taking sides: Clashing views on educational issues (14th ed.)(pp. 252-253). Dubuque, Iowa: McGraw-Hill. Toullec-Théry, M., Nédélec-Trohel, I. (2009). Tentative de modélisation de l’organisation du fonctionnement de trois binômes AVS/professeur. La Nouvelle Revue adaptation et la scolarisation, INSHEA (n°45). Toullec-Théry, M., Nédélec-Trohel I. (2008). Étude et catégorisation de pratiques effectives entre professeurs et auxiliaires de vie scolaire (AVS) à l’école primaire. ALTER, European Journal of Disability Research (2008), doi:10.1016/j.alter.2008.06.007. Sensevy, G. & Mercier, A. (2007). Agir ensemble. L’action conjointe du professeur et des élèves dans le système didactique. Rennes : PUR.
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