Représentations et intégration de quelques adolescents présentant une déficience intellectuelle en éducation physique et sportive (EPS)

Abstract : From the situations operated in physical education (PE), what factors determines the social intégration of the teenagers presenting an intellectual deficiency (ID)? Our works lean on an experiment of integration to the middle school with for objective to explore in depth the communication between two subgroups of teenager ID coming from a Medical educational institute and three first classes of the secondary school during physical educational sessions. To do it, considering the representations of the schoolchildren analyzed from a survey by questionnaire and around a behavioral study in the long term, we compare a sociometric questionnaire with an original motor tool (favoring the ambivalence and the instability). The results show that in spite of representations of group rather positive, we notice the effect of a multivariated integration. Certain teenagers DI are appreciated by the sixth of the secondary school whereas of other one are ignored or rejected. The reason result for us on one hand from the structure of the subgroups of teenagers DI and from their appropriate skills. On the other hand the internal logic of certain motor situations, seems to exclude largely the pupils of the medical educational institute. Therefore, a knowledge of these persons and the relations which they develop between them should improve their integration. Furthermore, a control by the teacher about the effects of the sociomotor situations implemented, during the sessions to both populations, will probably be beneficial.
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Marc Legrand. Représentations et intégration de quelques adolescents présentant une déficience intellectuelle en éducation physique et sportive (EPS). Education. Université René Descartes - Paris V, 2013. Français. ⟨NNT : 2013PA05L004⟩. ⟨tel-00944318⟩

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