Le partenariat Enseignant-Accompagnant d’Élèves en Situation de Handicap dans l'enseignement scientifique pour des élèves en situation de handicap cognitif

Abstract

This article questions the partnership as a « working together » possible method, for a teacher and a special needs assistant, in the case of supporting a disabled student during a science teaching sequence in grades 3 and 4 (aged 8-10 years old). In order to answer this question, a model has been designed according to partnership principles and cognitive and didactical support aspects and then it has been put on probation with existing practices. The results highlight the facts that such support falls under arrangements of cognitive and didactical aspects according to the actor’s status. These results also point out the difficulties for the teacher and the special need assistant to guide the same student pupil and respond to his special needs in a partnership way.