Des élèves comme les autres ? La scolarisation des enfants avec handicaps locomoteurs et sensoriels à travers la littérature jeunesse

Abstract : The presence of schoolchildren with locomotor disability, blindness or deafness in ordinary classes tests the capacity of children to offer the kind of positive context needed for inclusion to be successful. We claim that books telling the stories of young protagonists with disabilities who go to ordinary schools can contribute to the evolution of representations among typical children. This study is based on a corpus of 64 stories, picture books and small novels for children between 3 and 11 years old published in the 21st century (whether as a first edition or not), in which the young protagonist has a locomotor disability (29 texts), is blind (15 texts) or deaf (20 texts). The analysis of those literary texts reveals the ways in which the authors lead young readers to a better understanding of the difficulties engendered by disability and to the idea that children with disabilities may be like them in many ways and can become their friend.
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Journal articles
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https://hal.univ-rennes2.fr/hal-01915532
Contributor : Laurence Leroux <>
Submitted on : Wednesday, November 7, 2018 - 4:41:11 PM
Last modification on : Thursday, June 6, 2019 - 1:35:21 AM

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  • HAL Id : hal-01915532, version 1

Citation

Lise Lemoine, Marie-Claude Mietkiewicz, Benoit Schneider. Des élèves comme les autres ? La scolarisation des enfants avec handicaps locomoteurs et sensoriels à travers la littérature jeunesse. La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211), INSHEA, 2018, Les élèves et l’altérité, pp.95-113. ⟨https://www.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2018-2-p-95.htm⟩. ⟨hal-01915532⟩

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