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Pratiques inclusives en mathématiques : une étude de cas en Ulis collège

Abstract : The ULIS devices within the French college allow pupils recognized as having an institutional handicap to have an education in an ordinary class while benefiting from a support system. The organization of these devices places pupils at the heart of two didactic systems: that of the ordinary class and that of the specialized group. In the context of this article, we will first show how the evolution of the phenomenological-praxeological research device initially conceived in the framework of the PIMS project allowed us to obtain observables robust enough to understand the different time frames produced by the didactic systems involved. At a second stage, a case study will illustrate the link between the class and the specialized group through the actions and speeches of the coordinating teacher ULIS.
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Contributor : Frédéric Dupré <>
Submitted on : Tuesday, September 10, 2019 - 9:26:09 PM
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Frédéric Dupré. Pratiques inclusives en mathématiques : une étude de cas en Ulis collège. La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211), INSHEA, 2019. ⟨halshs-02282357⟩



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