In an inclusion’s context, the researchers and teachers try to understand what is changing. A tendency would be to think the education with a handicapped pupil in the classroom as an “extra“ ordinary situation of teaching and to think teaching with these pupils as a different educational device. In this article, we propose to think in theory about two bases which can facilitate the inclusion by proposing to put “teaching practice“ in the heart of the refl ections: considering teaching as an “activity”, in the sense of the work ergonomics and being guided in particular by pedagogies which support this perspective.
|Number of pages||16|
|Journal||La Nouvelle Revue de l'Adaptation et de la Scolarisation|
|Publication status||Published - 2013|
- ergonomics of school work
- inclusive education
- students with disabilities
- teaching practices