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La scolarisation des élèves avec autisme dans l’enseignement spécialisé en France : formation des enseignants et pratiques inclusives

Abstract : Schooling in the specialized sector of pupils with autism brings out various problems and the answers given are variable. The main objective of this doctoral work is to question the adequacy of the training of teachers with specialized positions with how of these students are welcomed in these classes. The research methodology consists of three distinct and complementary means: 1. Dissemination of two online questionnaires, one for reference teachers and one for teachers in specialized positions; 2. video recordings of teaching; 3. interviews with teachers confronted by their own practices. Our survey shows that more than 80% of teachers in specialized positions declare themselves insufficiently trained to support students with autism. The training seems therefore largely insufficient, as confirmed by the interviews. The feeling of confidence that comes from having sufficient training is nevertheless a determining factor because it allows one to be able to take a sufficiently reassured look at one's practice, to analyze it and project possible evolutions. At the end of this research and on the basis of our results, we propose a set of recommendations.
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Submitted on : Tuesday, October 8, 2019 - 4:07:09 PM
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  • HAL Id : tel-02308607, version 1

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Yohann Thinet. La scolarisation des élèves avec autisme dans l’enseignement spécialisé en France : formation des enseignants et pratiques inclusives. Education. Université de Bretagne occidentale - Brest, 2019. Français. ⟨NNT : 2019BRES0036⟩. ⟨tel-02308607⟩

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