Inclusion scolaire, travail collaboratif et temporalités dans les relations entre un CMPP et un lycée professionnel en France

Line Numa-Bocage

Abstract

Debates about inclusive education exist in international organizations since the 90s inspired school integration that requires the student turns to take part in school life, the inclusion requires more restructuring of the education system, with the objective of creating a space open to all students, where the host organization makes an effort to adapt, to change, to meet the individual needs (Piacenza, 2010, p. 1). Requests for charges taken for special needs students are addressed as well as to the educational institution as medico-psycho centers (CMPP). From an action research centered on the activity of a PPC, we can show how the cover demand in the care provided by a vocational school leads to a change of control in high school and in the center. Rearrangements in the activity of professionals (teachers, psychologist, psychomotor,
speech) are identified. One of the redevelopment dimensions concerning management of times (to CMPP) and support (in high school). The intersection of these different time questioned the effectiveness of the action with students at short or medium term, and calls to develop new professional skills to meet the needs of such a collaboration.

Keywords
inclusive education; collaborative practices; CMPP; high school; support for high school students; notion of temporality





Education Sciences & Society - Open Access Peer Reviewed Journal
ISSNe 2284-015X | AUT. TRIB. MILANO N. 80 DEL 13/07/2016

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