Dispositifs Déclarés D’enseignement De La Lecture Au Moyen De La Littérature De Jeunesse en Contexte D’inclusion Pédagogique D’élèves Hdaa Du Premier Cycle Du Primaire

Abstract

Studies on the use of children’s literature to teach students with handicaps, social maladjustments, or learning disabilities (HSMLD) have been conducted in the context of special education classes. Yet, none have explored the context of regular classrooms integrating students with HSMLD, nor described the links between the type and extent of pedagogical methods that incorporate children’s literature used to teach and the number of students with HSMLD included in the classroom. This article contributes to remedying this gap. Our methodological approach is descriptive. Results indicate differences in relation to the number of students with HSMLD included in the classroom.