Publications scientifiques d'INSEI
Not a member yet
1589 research outputs found
Sort by
행동 연구를 통해 알아본 가상 현실을 이용한 프랑스 통합교육을 주제
No full textInternational audienceIn the field of disability, and particularly in the area of employability support for young people with special needs, the use of digital technology is seen as a major socio-technical tool, notably by UNESCO and the WHO. This raises a number of questions and issues. How do professionals use digital technology to interact with learners with special needs, and between learners? Over and above the technical issues of accessibility of tools, what institutional factors are mobilised by establishments and/or teams to mobilise digital technology in their missions? Does virtual reality pose new challenges in terms of empowerment for stakeholders and local authorities, or does it reinforce existing challenges in terms of the potential for creativity and diversion from the prescribed uses of the tools in an inclusive paradigm? These aspects will be addressed through the presentation of two projects in France: Vet-Reality and the creation of a community of practices CAP-numérique inclusive
European Policies and Pedagogy in Higher Education: A Comparison of Instructional Development in Six Universities of the Eutopia Alliance
No full textInternational audienc
Les apports des projets de recherche Polyscol et Polycom pour la scolarisation des élèves avec polyhandicap
No full textNational audienc
Teachers Facing Psychosocial Risks: Adaptation of a French Context Questionnaire to Egypt
No full textInternational audienceThe internationalization of university studies has led to reforms which may have produced significant changes in the working conditions of teachers. This situation can lead to the development of factors promoting the emergence of psychosocial risks (PSRs) that can have significant implications on the health of these teachers. One of the well-known PSRs is the stress that teachers may experience due to heavy workloads, lack of social support and limited resources. This can lead to frustration, lack of motivation and/or burnout, which can affect the quality of teaching and student outcomes. Although many studies exist in France to identify the PSRs in order to prevent them, it is yet limited in Egypt. This work is in line with the objectives of the Imhotep project in order to prevent teachers from psychosocial risks at work. The aim of this study is to present the process of adapting and validating a French questionnaire for assessing psychosocial risks in the Egyptian context
TROIS ETUDES AUTOUR DE L'ACCESSIBILITE DIDACTIQUE DANS DES CONTEXTES DIFFERENTS
No full textInternational audienceThis text aims to question the issue of school inclusion in different contexts (France or Switzerland, regular class or special education). The underlying question is the following: how can tools from mathematics didactics make it possible to describe or enrich practices that can be described as inclusive (Assude, 2019)? We are first interested in tools that, on the one hand, facilitate the description of the adaptations put in place by teachers in regular classes and which, on the other hand, allow them to design more relevant adjustments in terms of learning (Millon-Fauré & Gombert, 2021). In a second part, we study more specifically ordinary teaching situations in the presence of a support worker for a student with a disability (AESH) in order to identify obstacles and levers for accessibility to the study of knowledge (Dupré, 2023). Finally, we change context by studying an original open device “the task game” (Favre, 2008) developed by the ddmes group (Conne & al., 2003) aiming to enrich the experiential baggage (Conne, 2008) of students in mathematics in special education.Ce texte vise à interroger la problématique de l’inclusion scolaire dans différents contextes (France ou Suisse, classe ordinaire ou enseignement spécialisé). La question sous-jacente est la suivante : comment des outils issus de la didactique des mathématiques permettent-ils de décrire ou enrichir des pratiques pouvant être qualifiées d’inclusives (Assude, 2019) ? Nous nous intéressons tout d’abord à des outils qui, d’une part, facilitent la description des adaptations mises en place par les enseignants en classe ordinaire et qui, d’autre part, permettent à ces derniers de concevoir des aménagements plus pertinents sur le plan des apprentissages (Millon-Fauré & Gombert, 2021). Dans une deuxième partie, nous étudions plus particulièrement des situations ordinaires d’enseignement en présence d’un accompagnant d’élève en situation de handicap (AESH) afin d’identifier des obstacles et des leviers pour l’accessibilité à l’étude des savoirs (Dupré, 2023). Pour finir, nous changeons de contexte en étudiant un dispositif ouvert original « le jeu de tâches » (Favre, 2008) développé par le groupe ddmes (Conne & al., 2003) visant à enrichir le bagage expérientiel (Conne, 2008) des élèves en mathématiques dans l’enseignement spécialisé
Continuité et ruptures dans la co-construction d’un référentiel de compétences
No full textInternational audienc
Le numérique pour déminer le terrain de l’inclusion scolaire ? Approche critique des types d’usage en éducation dans le cadre d’un Groupe Technique numérique (GTnum).
No full textInternational audienc
Regards de jeunes sur leur orientation scolaire : une analyse de l'agentivité de fin de collège d'élèves primo-migrants en France
No full textInternational audienceThis article focuses on the experiences of newly arrived immigrant pupils about their post-secondary orientation in France. It offers an analysis of the main logics of their agentivity. Based on individual and group interviews conducted at the end of secondary school in two Educational Units for Allophone Pupils (UPE2A), we will show that even if their agentivity is partly framed by the school and dependent on their academic skills, there is not systematically a strict correspondence between these manifest academic dispositions and their subjective appropriation. We will point out that the agentivity of these young people is based on other objective and subjective resources which are external to the school. It could help them to appropriate their school career in a distanced manner.Centré sur le vécu d’élèves primo-migrants concernant leur orientation post-collège en France, cet article propose une analyse des principales logiques animant leur agentivité. À partir d’entretiens individuels et collectifs réalisés en fin d’année scolaire avec des jeunes de troisième scolarisés dans deux Unités pédagogiques pour élèves allophones arrivants (UPE2A), nous montrerons que même si l’agentivité de ces élèves est en partie cadrée par l’école et dépendante de leurs compétences scolaires, il n’existe pas systématiquement de correspondance stricte entre ces dispositions scolaires manifestes et leur appropriation subjective. Nous soulignerons ainsi que l’agentivité de ces jeunes repose également sur d’autres ressources objectives et subjectives externes à l’école, leur permettant quelquefois des appropriations institutionnellement distanciées de leur parcours scolaire
Inclusive Education in Cameroon
No full textInternational audienceInternational law and human rights agreements firmly enshrine the right of all students to an inclusive education. The human rights-based approach to education advocated by UNESCO justifies the rationale for inclusive education. This approach indeed combines human rights and education; it highlights principles such as participation, governance and nondiscrimination. It clarifies the role of the learner, as holder of rights ; the government and its institutions as bearers of responsibilities and duties. This article presents inclusive education in Cameroon (Central Africa). The country has an estimated population of 26 millions (2021) and official languages are French and English. The education system is organized into two subsystems: Anglophone and Francophone
Inclusion of pupils with profound intellectual and multiple disabilities (PIMD) in context of institutional transformations
No full textInternational audienceChildren with profound intellectual and multiple disabilities (PIMD) are generally considered to have the most complex support needs. Their education is often provided in 'special' classes or schools, but many still do nothave such opportunity. In France, they were until recently largely deprived of education, which led the government to make this issue one of the main priorities in its latest strategy for improving disability services. Previous research was undertaken in specialised institutions to identify the adaptations meeting the needs of these pupils (Toubert-Duffort et al., 2018). Educational services for children with PIMD have recently been extended with special units located in mainstream schools, where professionals from specialised institutions work alongside teachers to provide care and educational assistance. A shift is occurring, which demands closer collaborations between professionals from distinct backgrounds. New practices need to be developed, not only in the classroom but also as regards organisation and partnership, including with families. Further research is needed to support the implementation of these programmes. This doctoral research proposes to address these issues from the perspective of Activity theory, through a collaborative study based on the methodology of autoconfrontations(Mollo & Falzon, 2004). This method consists of confronting the subjects with video recordings of their own activity, which is analysed through explanatory interviews. The moments investigated are chosen by the professionals in the class, based on themes identified during an exploratory stage. Video-sequences are first presented in individual interviews, then viewed again in a collective confrontation. Data are then summarised and discussed in extended groups, i.e. with other professionals and families involved in the preliminary stage. The aim of this research is to provide an overview of the practices emerging in these units, and to highlight some framework conditions for the development of such schooling