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La scolarisation des enfants en situation de handicap dans les écoles primaires du Liban : quelles représentations pour quelles pratiques chez les enseignants ?

Abstract : In a social and school context that seeks to be inclusive, many factors hinder a quality schooling process for children with disabilities in mainstream schools in Lebanon. Social representations and practices with regard to these children are the most remarkable signs. This thesis investigates the representations made by teachers of children with disabilities and their actualpedagogical practices, in order to understand the interactions between both parties as well as the teachers’ impact on the success of schooling. It also seeks to reflect the position of the Lebanese School on the diversity of children.This research adopts a comprehensive approach. It is based on the observation of educational and pedagogical practices as well as focus groups and comprehensive interviews with teachers. The use of these methodologies allows, on the one hand, the apprehension of the behavior of teachers and their pedagogical approaches; and on the other hand, the analysis of theirdiscourses and exploration of the social representations that unconsciously structure their ways of thinking and acting. The cross-sectional analysis of data thus highlights the brakes and levers for the implementation of the schooling process.The crossed interpretation of practices and representations finally makes it possible to understand what could lead teachers to modify their conceptions, to transform their usual practices and to consider the possibility developing new ones, more coherent with the inclusive aim.
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Hiba Ghanem. La scolarisation des enfants en situation de handicap dans les écoles primaires du Liban : quelles représentations pour quelles pratiques chez les enseignants ?. Education. Université de Lyon; Université Libanaise. Faculté de pédagogie (Beyrouth, Liban), 2019. Français. ⟨NNT : 2019LYSE2016⟩. ⟨tel-02305563⟩

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