Résumés
Résumé
L’éducation inclusive, qui préconise la scolarisation dans un cadre le plus normal possible, s’impose comme la voie privilégiée pour favoriser la réussite éducative de tous les élèves. Malgré les conditions suggérées pour soutenir celle-ci, l’expérience scolaire des élèves présentant des difficultés comportementales reste difficile. Est-il possible que ces conditions ne tiennent pas compte du point de vue des élèves? La méthode de recension des écrits (n = 42 études: 31 qualitatives, 2 quantitatives, 7 mixtes, 2 recensions) a permis de répondre à l’objectif d’identifier les conditions qui soutiennent ou freinent la scolarisation en classe ordinaire selon les élèves présentant des difficultés comportementales. Dans les deux cas, la relation avec l’enseignant s’avère la condition la plus souvent mentionnée. Les résultats sont discutés à la lumière des caractéristiques méthodologiques des ouvrages pour orienter les futures études.
Mots-clés :
- éducation inclusive,
- classe ordinaire,
- difficultés comportementales,
- recension des écrits,
- perception des élèves
Abstract
Inclusive education, which advocates for schooling in the most normal setting possible, stands as the preferred way to promote the educational success of all students. Yet in spite of the conditions suggested to support inclusive education, students with behavioural difficulties continue to struggle in their educational experience. Is it possible that these conditions fail to take the students' point of view into account? A literature review method (n = 42 studies: 31 qualitative, 2 quantitative, 7 mixed, 2 reviews) was conducted to pinpoint the conditions that support or hinder regular classroom schooling, according to students exhibiting behavioural difficulties. In both cases, the most frequently mentioned condition was students’ relationship with their teacher. The results are discussed in light of the studies’ methodological characteristics, with a view to guiding future studies.
Keywords:
- inclusive education,
- regular class,
- behavioural difficulties,
- literature review,
- student perception
Resumen
La educación inclusiva, que preconiza la escolarización en un entorno lo más normal posible, se destaca como la forma preferida de promover el éxito educativo de todos los alumnos. A pesar de las condiciones sugeridas para apoyarla, la experiencia educativa de los alumnos con dificultades de comportamiento sigue siendo difícil. ¿Es posible que estas condiciones no tengan en cuenta el punto de vista de los alumnos? El método de revisión de la literatura (n = 42 estudios: 31 cualitativos, 2 cuantitativos, 7 mixtos, 2 recensiones) permitió alcanzar el objetivo de identificar las condiciones que según los estudiantes que presentan dificultades de comportamiento, apoyan u obstaculizan la escolarización en un aula regular. En ambos casos, la relación con el docente resulta ser la condición más frecuentemente mencionada. Los resultados se discuten a la luz de las características metodológicas de los trabajos para guiar futuros estudios.
Palabras clave:
- educación inclusiva,
- clase regular,
- dificultades comportamentales,
- recensión de escritos,
- percepción de los alumnos
Parties annexes
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