Skip to Main content Skip to Navigation
Master Thesis

L'inclusion scolaire en classe d'anglais d'élèves en dispositif ULIS : pédagogie différenciée

Abstract : “The right to education for all children, whatever their handicap, is a fundamental right. Each school should welcome all children, regardless of their special needs.” What is the case in real life situations, and more particularly in English lessons? The following research aims to study the inclusion of children with special needs registered as ULIS9 students in English lessons. Indeed, this dissertation will seek to understand whether or not children registered as special needs are included in mainstream English classes? Which different strategies do teachers use? Do they use an inclusive pedagogy (teaching style)? Finally, what level of differentiation is achieved for those special needs students registered as ULIS who take part in English lessons?
Document type :
Master Thesis
Complete list of metadatas

Cited literature [29 references]  Display  Hide  Download

https://dumas.ccsd.cnrs.fr/dumas-02174635
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Tuesday, October 29, 2019 - 12:22:56 PM
Last modification on : Thursday, May 14, 2020 - 7:06:03 AM
Long-term archiving on: : Thursday, January 30, 2020 - 12:31:32 PM

File

Angers_PASQUINI_Solène_Anglai...
Files produced by the author(s)

Identifiers

  • HAL Id : dumas-02174635, version 1

Citation

Solène Pasquini. L'inclusion scolaire en classe d'anglais d'élèves en dispositif ULIS : pédagogie différenciée. Education. 2019. ⟨dumas-02174635⟩

Share

Metrics

Record views

102

Files downloads

345