Prendre en charge les besoins éducatifs particuliers (BEP) en s’engageant dans « une pensée didactique »

Abstract

We are interested in the notion of special educational needs (SEN) as it is understood and experienced by teachers in the daily life of the inclusive school that is being set up. Their primary concern is not primarily about didactic barriers in relation to the specific learning difficulties of students with SEN. It is primarily linked to the feeling that there is a lack of structural and human resources to provide these pupils with adequate care to enable them to attend classes as they wish. Pupils with behavioural problems who do not master the language of instruction are also mentioned. Between the search for the "trick that works" and waiting for external solutions to solve the pupil's difficulty, teachers do not really seem to engage in in-depth didactic reflection. This leaves their rightful place as experts in school learning vacant. The challenge remains for the school to respond to the real needs of the pupils. Assessment crystallises tensions and the school resists, but this overcoming of tensions does not depend solely on the goodwill of the teachers. It is a multiple challenge for the training courses.