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Theses

La construction de la compréhension des textes narratifs par des élèves avec troubles cognitifs : recherche conduite au sein d’unités localisées pour l’inclusion scolaire

Abstract : Since the French law published on February 11th 2005, on equal rights and opportunities for the inclusion and citizenship of disabled people, the French education system follows the path of inclusion for pupils with disabilities. In order to address the need to make learning accessible to these, French schools have first developed quantitative access within ordinary schools and specialized devices. More than ten years later, it is now ripe to question education of these children from a quality perspective. Our thesis is to be viewed in this context and thus interrogates learning and, by extension, the teaching reading comprehension ability within specialized devices and the necessary conditions to make it more efficient for children with cognitive disabilities. Our research follows the steps of action research. Preliminary comprehensive interviews with pupils and teachers helped to develop a better understanding teaching/learning reading comprehension and the difficulties encountered. To change this situation, we proposed to teachers working in specialized devices to test an educational approach and a tool built according to social cognitive mediation model defined by B-M Barth. Teaching session observations, questionnaires and collective interviews permitted to collect datas. By analyzing and cross-referencing all data collected, we attempt to describe the characteristics of initial and final situations. Examining the complexity of the process and interactions involved in didactic situation, we identify teaching patterns which really take into account the learning of these pupils, we outline key leverage to change teaching practices and propose some perspectives for the implementation of a high-quality education for each and every pupils.
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https://tel.archives-ouvertes.fr/tel-01828880
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Submitted on : Tuesday, July 3, 2018 - 3:09:06 PM
Last modification on : Tuesday, April 28, 2020 - 5:00:03 PM
Long-term archiving on: : Monday, October 1, 2018 - 10:54:20 AM

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  • HAL Id : tel-01828880, version 1

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Patricia Girardet. La construction de la compréhension des textes narratifs par des élèves avec troubles cognitifs : recherche conduite au sein d’unités localisées pour l’inclusion scolaire. Education. Université de Lyon, 2018. Français. ⟨NNT : 2018LYSE2010⟩. ⟨tel-01828880⟩

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