Inclusive practices and articulation between two didactic systems: is the accompaniment by an AESH an obstacle or a lever to didactic accessibility?
Type de matériel :
TexteLangue : français Détails de publication : 2024.
Sujet(s) : Ressources en ligne : Abrégé : The work presented concerns a case study that takes place in mathematics in a 6th grade class. We will analyze a learning situation during which a student recognized as institutionally disabled is accompanied by the collective AESH of the ULIS device. Using a double theoretical framework (clinical approach to didactics and anthropological theory of didactics) we seek to observe and understand the functional articulation between the two didactic systems in play. Through this analysis, we show that the accompaniment human beings can be a source of obstacles to didactic accessibility from the point of view of the handicapped pupil.
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The work presented concerns a case study that takes place in mathematics in a 6th grade class. We will analyze a learning situation during which a student recognized as institutionally disabled is accompanied by the collective AESH of the ULIS device. Using a double theoretical framework (clinical approach to didactics and anthropological theory of didactics) we seek to observe and understand the functional articulation between the two didactic systems in play. Through this analysis, we show that the accompaniment human beings can be a source of obstacles to didactic accessibility from the point of view of the handicapped pupil.
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