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La coopération liée aux situations de handicap Partenariats et non-dits

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La nouvelle revue de l’adaptation et de la scolarisation - no77 • 1er trimestre 2017

La coopération liée aux situations de handicap Partenariats et non-dits

Pascale C hampagnaC Master Scolarisation et Besoins éducatifs particuliers

Clermont Université, Université Blaise Pascal Enseignante spécialisée en Haute-Loire

Corinne m érini Clermont Université, Université Blaise Pascal

EA 4281, ACTé

Résumé : La scolarisation des élèves à besoins éducatifs particuliers suppose une coopération, système singulier d’acteurs dont les interactions partenariales complexes comportent des non-dits.

Une typologie des non-dits est établie puis, à partir d’une méthodologie qualitative d’auto confrontation, les acteurs visionnent les photos de leurs interactions et mobilisent leurs représentations. Le système d’échanges apparait composé de plusieurs niveaux et l’analyse par l’axe des non-dits révèle leur fonction de protection : délicatesse mais aussi résistance. Les non-dits apportent des indices de vigilance quant à la circulation de l’information. Des principes d’action tels que l’historisation, la contextualisation et le phasage aident au développement des gestes professionnels pour le partenariat et interpellent la question de la médiation de parcours et de la formation en commun.

Mots-clés : Besoins éducatifs particuliers - Coopération - Interactions - Non-dits - Partenariat - Scolarisation.

Cooperation for the enrolment of children with special educational needs. Partnerships and unspoken words

Summary: The enrolment of children with special educational needs requires a cooperation, singular system of actors whose complex partnerships interactions have unspoken words. A typology of unspoken words is determined, then, using qualitative methodology of self-confrontation, the actors visualize the pictures of their interactions and they focus on their representations.

The exchange system is composed of several levels and the analysis from the unspoken words stand point outlines their protection function: delicacy but also resistance. Unspoken words provide vigilance factors concerning the information flow. Action modes as story telling about the individual, contextualization and phasing steps with children help professional gestures in partnership and raise the question of mediation process and shared training.

Keywords: Cooperation - Interactions - Partnerships - Schooling - Special educational needs - Unspoken words.

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