Les spécificités des élèves de S.E.G.P.A à l’épreuve des évaluations nationales

Orientation des élèves en difficulté à la fin de l’école primaire : étude du rôle du milieu social de l’élève sur les propositions d’orientation des enseignant·e·s du premier degré

“…Dans les systèmes éducatifs signataires de la Convention relative aux Droits des Personnes Handicapées (Organisation des Nations unies, 2006), l'ensemble des élèves, indépendamment de leurs spécificités, doit pouvoir bénéficier d'une scolarité ordinaire au milieu de leurs pairs. Pourtant, malgré des aménagements et transformations, il arrive que les systèmes scolaires ordinaires ne soient pas en mesure de bien accompagner certains élèves dits à besoins éducatifs particuliers 2 , posant alors la question de leur orientation vers des dispositifs adaptés à leurs besoins (par ex., en France, la SEGPA, Roiné, 2011).…”

Pensando con Pierre Bourdieu la categorización de los alumnos con dificultades

“…A similar movement occurs in Quebec: pedagogical differentiation, individualized teaching and explicit teaching, though with some variations, have kept the central idea of adapting teaching to each student's individual needs. Consequently, the education policy for students with learning difficulties in both cultural contexts has consisted inseparating them from the general class, thereby making them live a different school reality: differentiated paths characterized by reductionist didactic propositions (i.e., poorer contents) and stigmatizing interactions (ROINÉ, 2009(ROINÉ, , 2010.…”

Re‐engagement of Early Adolescents with Severe School Issues in School/Professional Project Reduces School‐Behavior‐Health Problems

“…The AGVEC aims to provide trust atmosphere and stimulating educational context for learning while preparing professional project. The teaching program includes general education during the 2 first years and professionalization during the 2 remaining years of middle school 17 . The AGVEC concerned 3.2 million middle‐school students (3.1%) in 2015 18 .…”

“…Today, it is important to evaluate the AGVEC benefits in terms of school difficulties and also behavior and health‐related difficulties by comparing the AGVEC students with their peers in regular classes, and especially with those with low academic performance. Such a study is needed because younger adolescents are in a crucial physical/mental development period, move from total family dependence to a relative independence, and are often affected by a wide range of SBHDs 3,19,20 Furthermore, the AGVEC students live less often with both parents and are more often from disadvantaged backgrounds 17,21,22 which are well known to favor various SBHDs 3 . Unfortunately, there are a few studies which focused on socioeconomic features and some specific school/pedagogical problems 17,21,22 …”

“…Such a study is needed because younger adolescents are in a crucial physical/mental development period, move from total family dependence to a relative independence, and are often affected by a wide range of SBHDs 3,19,20 Furthermore, the AGVEC students live less often with both parents and are more often from disadvantaged backgrounds 17,21,22 which are well known to favor various SBHDs 3 . Unfortunately, there are a few studies which focused on socioeconomic features and some specific school/pedagogical problems 17,21,22 …”