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Статті в журналах з теми "Pédagogie spécialisée":
Capul, Maurice. "Éducation spécialisée et pédagogie spécialisée." Empan 95, no. 3 (2014): 89. http://dx.doi.org/10.3917/empa.095.0089.
Lethuillier, Jacques. "L’enseignement des langues de spécialité comme préparation à la traduction spécialisée." Meta 48, no. 3 (February 4, 2004): 379–92. http://dx.doi.org/10.7202/007598ar.
Matthey, Marie-Paule, and Andréa Fuchs Faeh. "Le Plan d’études romand et l’équité à l’école." Revue suisse de pédagogie spécialisée 13, no. 02 (June 6, 2023): 31–37. http://dx.doi.org/10.57161/r2023-02-05.
Fino, Catherine. "La pédagogie catéchétique spécialisée." Lumen Vitae Volume LXVI, no. 2 (April 1, 2011): 165–75. http://dx.doi.org/10.3917/lv.662.0165.
Herbinet, Anne. "La pédagogie catéchétique spécialisée." Revue d'éthique et de théologie morale 256, no. 4 (2009): 187. http://dx.doi.org/10.3917/retm.256.0187.
Sturny-Bossart, Gabriel. "Alois Bürli – un pionnier de la pédagogie spécialisée suisse nous a quittés pour toujours." Revue suisse de pédagogie spécialisée 13, no. 04 (December 5, 2023): 58–61. http://dx.doi.org/10.57161/r2023-04-09.
Bovey, Laurent. "De la classe spéciale à la classe régulière." Revue suisse de pédagogie spécialisée 14, no. 01 (March 7, 2024): 13–19. http://dx.doi.org/10.57161/r2024-01-03.
Forget, Jacques. "Les contributions de la pédagogie comportementale à l’éducation spécialisée." Enfance en difficulté 1 (September 6, 2012): 7–45. http://dx.doi.org/10.7202/1012122ar.
Bouchard-Valentine, Vincent. "fonofone pour iPad et iPhone : cadrage historique et curriculaire d’une application québécoise conçue pour la création sonore en milieu scolaire." Les Cahiers de la Société québécoise de recherche en musique 17, no. 1 (April 17, 2018): 11–24. http://dx.doi.org/10.7202/1044666ar.
Canat-Faure, Sylvie. "Inclure sans exclure." Revue Education, Santé, Sociétés, Vol. 7, No. 1, Volume 7, Numéro 1 (November 30, 2020): 81–94. http://dx.doi.org/10.17184/eac.3864.
Дисертації з теми "Pédagogie spécialisée":
Daclin, Gisèle, and Gérard Barret. "Processus cognitifs en pédagogie spécialisée : apprentissages au raisonnement diagnostique et éducatif." Lyon 2, 1990. http://www.theses.fr/1990LYO20039.
The purpose of this research is mainly to define the learning processes which may enable specialized educators to acquire a close analysis of the educative situations they come across with malajusted children or adults, so as to be capable of expert reasoning in educative diagnosis and designing adequate reactions. After studying the characteristics of the logic of the required thought process, we first observe the low efficiency of the usual methods of education. Then, starting from an analysis of the students' already acquired knowledge for the entrance examination, we put before a dozen subjects - forming an experimental group - some twenty simulated problem situations following a pedagoggical progression. We mark a reference table for the cognitive processes and performances appearing during each working session before making any comparisons between the results obtained in the experiment and those obtained with a sample group. The results were divergent : those of the experimental group proving significantly better. The lessons drawn from this pedagogical device lead first to its evaluation and then to various considerations on the institutional pedagogical methods resulting from this research (theoretical data and education methods) and the changes that took place in our educative practice. An investigation of the cognitive processes and possible philosophical trends in education and pedagogy completes the development of the implications of the experiment as well as a brief approach to our interventions in adult education with qualified educators. As a conclusion to the primary hypothesis which postulated the validity of problem situations discussed
Lescouarch, Laurent. "Spécificité des pratiques pédagogiques des enseignants chargés d'Aides Spécialisées à Dominante Pédagogique (ASDP) en Réseau d'Aides Spécialisées aux Elèves en Difficulté (RASED)." Rouen, 2006. http://www.theses.fr/2006ROUEL538.
The specialised elementary school teachers in charge of special help in the academic field (ASDP) - also called « E teachers » - that are involved in the French special education networks for children with learning difficulties (RASED) have a specific helping task geared towards groupings of pupils. This research work aims at describing their educational practices in order to identify their specificities. It is first based on an analysis of the content of official instructions, training programmes and texts recommending certain practices, and then on a survey undertaken in the Haute Normandie educational region through the observation of classes, through interviews on the conception of certain initiatives and through questionnaires on the working materials. The identification of five work profiles structured around three different areas (academic knowledge, working and thinking methods, relationship to school) compared with the actions towards children with learning difficulties carried out by re-educators or teachers that are not specialised enables to identify a specificity in the practices of special education teachers
Diallo, Seykhou. "De la pédagogie différenciée à l'externalisation de l'aide : quel sens et quel avenir pour les dispositifs d'accompagnement ?" Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2015.
Continued to advent to differences pedagogy is introduced in secondary school, in majority as an answer about heterogeneous classes.In parallel, support pedagogy developed out classes and created an external accompaniment. This way sends homework out classes in some structures. And pupils in difficulty are followed and helped to theirs homework’s, learnings, methodology, reviewing, and assistance about principal subjects. The external accompaniment takes place in a failed context and legitimated by equality and social justice. In the schools, different external ways take charge school difficulty which are organized in structures. Out of school, academic support is bought by private office as the same associations, social centre, PRE. The direction of the research is social institution and pedagogy. The theory is based about description of accompaniment practices in activities out of class.The methodology used qualitative and quantitative. And we used to meet with different school actors and observations about school organizations. Another static research with 1 638 students about help homework was organized. The logical of treatment is spad 7. The analyses are organized about the topic. The results show clearly: an external phenomenal, an ambiguous external with advantages and inconveniences; various points of view in sole college; orientation about democratic knowledge; the value of personal homework in college; activities in class and out of class.Outsourcing, the institution shows that assistance, accompaniment can’t take place in class for many reasons. This practice creates devices out classrooms for feeble students who cannot move in class. And externalisation is not a miracle solution at the democratic knowledge. But has externalisation created the deletion of differences pedagogy? Definitely externalisation of accompaniment practiced in schools confronted with real difficulties which limit success activities. Which conditions helps are useful to students out classroom?
Toutain, Julien. "ITARD, SEGUIN, BOURNEVILLE : Une étude de la sensation dans les pédagogies spécialisées auprès des enfants anormaux au XIXème siècle." Electronic Thesis or Diss., Normandie, 2024. http://www.theses.fr/2024NORMR009.
The question of the senses, sensory awakening and sensoriality is very present in the day-to-day work with children with Pervasive Developmental Disorder. Neuroscience, psychoanalysis and cognitive-behavioural psychology all attach great importance, in their own way, to the question of sensation in children's development and in the functioning of their psychological processes. In their writings, Claude Wacjman and Jacques Hochmann note how eighteenth-century philosophy, and Condillac's in particular, helped to forge the first specialised educational methods, whose influence is still felt today. In France, three educationalists made their mark in the care of children with major developmental difficulties, known at the time as 'abnormal' children: Itard, Seguin and Bourneville. This thesis is therefore an opportunity to examine the place of sensoriality in special education by taking a historical approach and examining the work of these three pioneers in the light of this concept. An analysis of the various works left by these three authors, of Condillac's philosophy and that of his successors, will provide some clues as to how their pedagogy was structured in relation to this question of sensoriality. Two pedagogical models emerge which perceive the role of sensation in a different way: the first makes sensation the essential condition for the child's proper development, while the second proposes a global model, including sensoriality in a set of interconnected elements. These different models meant that those involved in special education in the 19th century had to make choices, focus their attention on specific aspects of children's development and create tools to improve the care they received. These different elements, like a loop, then echo current practices in the field of support for children with various developmental disorders
Natanson, Madeleine. "Réparation symbolique et alliance pédagogique." Paris 10, 1987. http://www.theses.fr/1987PA100079.
The first part of this work lies on the confluence of therapy and pedagogy, studying two clinic cases of Down's syndrome children. These two cases, developed from the double point of view of pedagogy and psychotherapy, introduce a theoretical reflexion about the genesis of thinking, the drives and their objects, and the role of "symbolic reparation" as described by Melanie KLEIN. The interactive processes of transference and alliance are examined from both therapeutic and educational point of view. The very concept of affiance is proposed as a modality for the connections between pedagogy and psycho-analysis, and historically studied through Sigmund FREUD’s works, and texts published in the "Zeitschrift für psychoanalytische Pädagogik" between 1927 and 1938. Hitherto unpublished texts by Hans ZULLIGER and Steff BORNSTEIN are also proposed as operating models for both psychoanalysts and pedagogues. The conclusion chapter, still leaning on clinic experience and practice of teachers and social workers training, proposes a research, through the concept of the alliance, to fertilize the field of pedagogy with psycho-analysis
Cobo, Dorado Karina. "Les processus d’enseignement-apprentissage de la clarinette dans le cadre spécialisé en France : vers une pédagogie de groupe ?" Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040247.
The purpose of this research is to better understand the impact of teaching/learning clarinet-playing in small groups in the perspective of individual progress situations validated by the history of instrument pedagogy in French “conservatoires”. It would seem however that group work would better serve the development of learning modes as it expands the learning processes involved in the traditional one-to-one approach. Group work would change the learner’s position as he/she acquires the various (technical, cognitive, esthetic, expressive, declarative, etc.), skills involved in playing a musical instrument. In a context in which the asymmetrical teacher/student relationship often sets the teacher as the sole expert, the group appears as a pedagogical means to establish some balance and better define each person’s role. An array of activities requiring all forms of interaction will encourage collaboration and develop an aptitude to resolve socio-cognitive conflicts, the group thus becomes the place where musical skills are mutually acquired and structured. This analysis is based on authentic teaching of musical instruments and is supported by the analysis of socio-constructivist work carried out in schools. This study therefore combines both the theoretical field of research and the practical experience of teaching, which is fundamental when dealing with the evolution of both pedagogy and the teaching of musical instruments
Bilodeau, Karina. "Pratiques pédagogiques et développement de savoirs signifiants en formation à l'exercice d'un métier semi-spécialisé." Doctoral thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/28004.
Dusseaux, Sandrine. "Instrument pédagogique langagier et public à besoin éducatif particulier : éléments pour la formation des enseignants spécialisés." Thesis, Cergy-Pontoise, 2018. http://www.theses.fr/2018CERG0945/document.
SummaryLANGUAGE AND PUBLIC EDUCATIONAL INSTRUMENT A PARTICULAR EDUCATIONAL NEEDElements for the training of specialized teachersThis doctoral research aims to question the way in which Option D specialized teachers - responsible for teaching and for the pedagogical support to students with significant cognitive impairment and / or pervasive developmental disorders - teach oral language. Some teachers do not know how do deal with the language development of their students and regret the lack of existing tools. However, oral language is a priority for the school institution because it guarantees good school and a good social integration. It is, therefore, important to think about an oral didactics. It is a collaborative work, included in the framework of professional didactics, supposing the constitution of a collective of voluntary teachers who agree to analyze their work with the researcher. Four teachers and twenty-six of their students participate in our research. Self-confrontation group interviews will give teachers a collective reflection on their own work and on the work of their peers. This analysis of the activity will lead to a professional introspection highlighting the lived experience that is not conscious. Thus, each teacher will be able to explain to the collective the purpose of the activity. The artifact used by the four teachers is the album Echo, an ephemeral tool based on photographs of the students in activity. These photographs echo them because each student has experienced the situation. With the support of the adult, the student will develop the vocabulary, the syntax, the pronunciation, but also the discursive aspects of language or, for some students with pervasive developmental disorders, will trigger the desire to speak. What processes are being used to move from artifact to instrument to support the language development of students with special needs? What characteristics of these interactions should be used for the training of specialized teachers?Key words: professional didactics, oral language, cognitive disorders, pervasive developmental disorders, Echo album
Ben, Tourkia Slim. "L'enseignement de mal voyants en France et en Tunisie : de la défiance visuelle au déficit pédagogique : le cas de l'enseignement des mathématiques à l'école." Electronic Thesis or Diss., Paris 8, 2018. http://www.theses.fr/2018PA080009.
Teaching the BVI (Blind and Visually Impaired) is the foundation of their learning and integration in both school and society, and is based on policies implemented in various countries. In France and in other countries, integration policies, in an open and specialized setting, are formed for the BVI. Field studies in France and in Tunisia show that with specific media and materials, the BVI were able to learn Math, thus concretizing these integration policies
Miller-Olla, Yolande. "Malaises des instituteurs spécialisés en institution : une approche clinique des processus d'épuisement et de mise à distance." Paris 5, 2000. http://www.theses.fr/2000PA05H044.
Книги з теми "Pédagogie spécialisée":
Gendreau, Gilles. Jeunes en difficulté et intervention psychoéducative. Montréal: Éditions Sciences et culture, 2001.
1958-, York-Barr Jennifer, ed. Creating inclusive school communities: A staff development series for general and special educators. Baltimore: Paul H. Brookes Publishing, 1996.
Chaulet. Manuel de pédagogie spécialisée: Exercices rééducatifs pour l'enfant handicapé mental. Dunod, 1998.
Wacjman, Claude, Gérard Bonnefon, Philippe Clément, and Joseph Veil. L'éducation spécialisée fondements, pédagogies, perspectives. CHRONIQUE SOCIA, 2013.
Wacjman, Claude, Gérard Bonnefon, Philippe Clément, and Joseph Veil. L'éducation spécialisée fondements, pédagogies, perspectives. CHRONIQUE SOCIA, 2013.
Wacjman, Claude, Gérard Bonnefon, Philippe Clément, and Joseph Veil. L'éducation spécialisée fondements, pédagogies, perspectives. CHRONIQUE SOCIA, 2013.
Darbellay, Frédéric, Zoe Moody, and Maude Louviot. L’école autrement? Les pédagogies alternatives en débat. Éditions Alphil-Presses universitaires suisses, 2021. http://dx.doi.org/10.33055/alphil.03171.
Lecocq, Heba. Terminologie comparée et traduction. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.9782813003737.
Goff, Claude Le. Nouveau French for business, Langue de spécialité, édition 2000 (Guide pédagogique). Didier, 2000.
JAMBOROVA LEMAY, Diana, and Louise OUVRARD ANDRIANTSOA, eds. Distances apprivoisées. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.9782813004253.
Частини книг з теми "Pédagogie spécialisée":
Casanova, Rémi. "De la pédagogie spécialisée." In Penser le handicap mental, 155. Presses de l’EHESP, 2005. http://dx.doi.org/10.3917/ehesp.zribi.2005.01.0155.
Christinat, Chantal Tièche, and Olivier Delévaux. "L’autoévaluation des compétences professionnelles au service de la formation en pédagogie spécialisée." In Régulation et évaluation des compétences en enseignement, 207–21. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.1515/9782760525856-016.
Lussi, Valérie. "Émergences institutionnelles de la « pédagogie spécialisée » : entre champ professionnel et champ disciplinaire. L'exemple de la Suisse au début du 20e siècle." In Éducation et enseignement spécialisés : ruptures et intégrations, 93. De Boeck Supérieur, 2003. http://dx.doi.org/10.3917/dbu.chate.2003.01.0093.
Major, Jean-Philippe, Marc Souet, and Jocelyne Welker. "Création d'un outil pédagogique multimédia pour apprendre en réalisant." In Éducateurs techniques spécialisés, 81. ERES, 2007. http://dx.doi.org/10.3917/eres.sanz.2007.01.0081.
PLAISANCE, Éric. "La reconfiguration du métier d’enseignant dans la dynamique de l’accessibilité." In L’accessibilité ou la réinvention de l’école, 145–61. ISTE Group, 2021. http://dx.doi.org/10.51926/iste.9011.ch7.
Spanghero-Gaillard, Nathalie. "Chapitre 15. Les professionnels : la langue étrangère dans les cours spécialisés (une expérience d'enseignement du français à des responsables d'entreprises)." In Pédagogies en développement, 323–47. De Boeck Supérieur, 2003. http://dx.doi.org/10.3917/dbu.riven.2003.01.0323.
Ployé, Alexandre. "L’imaginaire collectif des enseignants spécialisés stagiaires en formation. Tensions autour de l’inclusion scolaire." In Éducation et formation aux pratiques inclusives. Tensions entre reproduction et innovation, 321–33. Éditions de l'Université de Lorraine, 2024. http://dx.doi.org/10.62688/edul/b9782384510856/24.
Rondelli, Fabienne. "Pratiques de médiation, entre scénarios clefs en main et analyse du réel en formation d’enseignants." In Éducation et formation aux pratiques inclusives. Tensions entre reproduction et innovation, 59–68. Éditions de l'Université de Lorraine, 2024. http://dx.doi.org/10.62688/edul/b9782384510856/06.
LUAN, Ting. "L’adaptation interculturelle des étudiants chinois en France." In Formation linguistique des apprenants allophones et pédagogies innovantes, 79–90. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4150.
Hollenweger Haskell, Judith. "Une autre pédagogie pour les enfants et adolescents avec un handicap est-elle nécessaire ? Le discours international entre les courants « Special Needs Education » et « Disability Studies »." In Éducation et enseignement spécialisés : ruptures et intégrations, 57. De Boeck Supérieur, 2003. http://dx.doi.org/10.3917/dbu.chate.2003.01.0057.
Тези доповідей конференцій з теми "Pédagogie spécialisée":
VIANA, Marylène. "Jeu de rôle et simulation d’une entreprise ou comment former les futurs professionnels de l’industrie pharmaceutique." In Les journées de l'interdisciplinarité 2022. Limoges: Université de Limoges, 2022. http://dx.doi.org/10.25965/lji.608.