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Inclusion et bien-être des élèves en situation de handicap moteur : Analyse des pratiques différenciées d'enseignants d'Éducation Physique et Sportive

Abstract : The objective of this study is to estimate the physical, social and mental well-being of pupils with a physical disability during Physical Education and Sport (PES) sessions as compared to their ordinary peers, and according to teachers' level of expertise in inclusion. In order to do so, we filmed PES sessions with nine teachers, with various levels of inclusion, and including a pupil with a physical disability. Three techniques were used to estimate social participation, personal efficiency and physical intensity of the pupil with a physical disability, as compared to a “comparable” ordinary peer. Results show that the least inclusive teachers (insertion) do not place pupils with a physical disability in the right conditions to develop their physical and mental well-being, but only partially develop their social well-being. Teachers on an intermediate level (integration) fully develop physical well-being, but only partially social well-being, and little personal efficiency in pupils with a physical disability. Teachers who are the most inclusive (school enrollment / inclusion) develop all three dimensions of health for all pupils. Perspectives in research and training will conclude this study.
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https://hal-uphf.archives-ouvertes.fr/hal-03482553
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Submitted on : Thursday, December 16, 2021 - 9:33:05 AM
Last modification on : Monday, September 5, 2022 - 1:27:06 PM

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Maxime Tant, Eric Watelain. Inclusion et bien-être des élèves en situation de handicap moteur : Analyse des pratiques différenciées d'enseignants d'Éducation Physique et Sportive. Éducation, Santé, Sociétés, Editions des archives contemporaines, 2015, 2 (1), ⟨10.17184/eac.618⟩. ⟨hal-03482553⟩

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