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Master Thesis

Français langue de scolarisation : conception universelle des apprentissage et inclusion comme facteurs d'apprentissage

Abstract : The instructions of the French Ministry of Education for the start of the school year 2019 emphasise inclusive education. It is clear that, in practice, the reality is far from what is expected. This dissertation deals with an experimentation of inclusive lessons in elementary schools for allophone students, and more specifically allophone students with learning disabilities, including some not identified by the institution. Those students, who do not fit into any box, may face a lower level of inclusions, which are fundamental in the context of learning French as a language of schooling. When "labels" are no longer sufficient to cover the situations encountered by teachers, it may be interesting to look at new, more inclusive practices. In this case, the Universal Design of Learning will be the starting point for inclusive and differentiated sessions, not focusing on one differentiated child opposed to a group considered the norm but instead starting with differentiation as a norm and taking account of the multimodality of learning.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02303222
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Submitted on : Wednesday, October 2, 2019 - 10:04:30 AM
Last modification on : Tuesday, May 11, 2021 - 11:36:24 AM

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Marine Leroy. Français langue de scolarisation : conception universelle des apprentissage et inclusion comme facteurs d'apprentissage. Sciences de l'Homme et Société. 2019. ⟨dumas-02303222⟩

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