L'integration des enfants handicapes dans le premier cycle de l'enseignement de base. Analyse des pratiques et des modeles mis-en-oeuvre dans les ecoles regulieres au portugal

Integration of handicapped children in primary schools. Analysis of teaching practice and models developed in regular schools in portugal

• Auteur / Autrice : MARIA TERESA LOPES VIEIRA
• Direction : Jean Guglielmi
• Type : Thèse de doctorat
• Discipline(s) : Sciences de l'éducation
• Date : Soutenance en 1995
• Etablissement(s) : Caen

Résumé

L'integration scolaire d'enfants handicapes dans le milieu scolaire normal s'inscrit dans une nou velle etape de l'histoire des idees et des modeles qui ont inspire les formes de prise en charge educatives et sociales developpees dans le champ de l'education speciale au cours de ce siecle. Les fondements ethiques, politiques et sociaux de ce mouvement d'opinion ont eu des reflets sur le renouvellement des pratiques educatives envers ce groupe de population scolaire. La creation de dispo sitifs de soutien ont permis d'assurer les adaptations et les moyens specifiques necessaires a la par ticipation totale ou partielle des enfants handicapes dans les activites de la classe reguliere. L'etude de cas de deux etablissements scolaires du premier cycle de l'enseignement de base au portu gal (ayant deja une tradition d'integration totale d'enfants de divers types d'handicaps) ont mis en evidence l'importance des attitudes des divers partenaires educatifs et un ensemble de dimensi ons liees a l'organisation scolaire et a la pratique pedagogique. La creation de liens de liaison et l'articulation entre l'orientation suivie par les institutions au sein de la classe reguliere et le pro gramme de soutien developpe par le maitre d'education speciale jouent egalement un role significatif, le contrat et la negociation permanents entre eux condtituent un element important de regulation du processus. La bonne organisation et gestion du temps et des activites de la classe reguliee, le souci de leur adaptation aux besoins individuels de l'enfant et le niveau de discrimination positive determinent le statut de leleve handicape et son degre de participation au sein du groupe.

Integration of handicapped children in regular settings must be viewed as a new phase in the history of ideas and models which have inpired social and educational placement models that have been implemented in the field of special education during this century. The ethical, political and social principles underlying this opinion movement have had a great impact on the process of change in education which this schools group population have undergone. The creation of support services have became the guarantee of teaching adaptations as well as acess to specific resources and equipment reguired for the total or partial integration of handicapped children in a regular classroom. Case studies of two primary portuguese regular schools which have already established a tradition of total integration of children with different types of handicap have confirmed the importance of attitudes held by different partners, as well as other dimensioins related to school organization and teaching practice. Cooperation links and articulation of regular class teacher's methods with special education teacher's programs also play an important role. Contract and negotiation between both teachers are an importante element of this process. A good classroom management of time and regular class activities, the adaptation of the learning process to the child's individual needs as well as positive discrimination are related to the position held by handicapped pupils in their peer group and their level of participation in regular classriil activities.