This article aims to address the issue of collaboration between peers and the one with the teacher as part of regular class carriers including students with autism or a specific disorder of written language (dyslexia/agraphia). This is how to define the collaborative approach is required for all students, whatever their difficulties and disabilities, and can in the classroom maximize learning postures that interaction, rather than as minimized is the case in behavioral approaches. This collaboration is tracked through the key educational gestures : the gestures of guidance-oriented understanding of instructions. The reflections are made from observations made in the classroom, as part of two innovative devices implemented in France (Le temps des Dys) and Quebec (Cerfa) to further the education of students with disabilities in ordinary classroom. Analysis of two distinct studies made specifically for this article and combined with some research results (published elsewhere: cf. Bibliography) shows that collaboration is well and truly possible for all students but is carried out with mediations and adjusted according to the different disabilities.
|Translated title of the contribution||Collaborative practices in the classroom to serve students with disabilities: improving understanding instructions in dyslexic students and autistic|
|Number of pages||14|
|Journal||La Nouvelle Revue de l'Adaptation et de la Scolarisation|
|Publication status||Published - 2012|
- mainstream schooling