L'expérience des enseignants spécialisés avec des élèves "autistes" : une approche clinique

Abstract : The author is both a teacher with a vast experience in teaching autistic pupils, and a student of Paris Descartes University in Science of Education, with on a clinical and psychoanalytical approach. The thesis questions the experience of special educational needs (SEN) teachers, specialised in the teaching of pupils with autism. The challenge is to create a psychologically healthy and supportive place as well as bonds conducive to the transfer and acquisition of knowledge. Changes must be done in the professional attitude teachers must adopt. Indeed, their pupils, cared for by numerous healthcare professionals, teachers, as well as their own families are bound to shake the teachers confidence in themselves and in what they have learnt in their professional training. The research trajectory is first analysed, then the questions raised above are presented as problematics. Four clinical interviews carried out by teachers, all working with autistic pupils are analysed. Science of Education concepts such as the self-professional, and psychoanalysis, as well as the works of Donald Woods Winnicott, Wilfred Ruprecht Bion or Jacques Lacan, are used to explore the possible meanings of the reported experience. Some results emerge: teachers conjure up varied psychological resources, present or past, personal or professional, to make contact with their pupils and maintain this unique teaching bond. Their teaching appears to rely on the bases of a relationship created by a transitional and potential space (Winnicott), so that bonds and learning can be set up.
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Thierry Hélie. L'expérience des enseignants spécialisés avec des élèves "autistes" : une approche clinique. Education. Université Sorbonne Paris Cité, 2015. Français. ⟨NNT : 2015USPCB205⟩. ⟨tel-01888970⟩

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