Abstract

DIZERBO, Anne. Include autistic children in regular schools. What is the relation between practices, formation and professional identity of teachers of letters?. Linhas Críticas [online]. 2018, vol.24, e18965.  Epub Nov 15, 2018. ISSN 1981-0431.  https://doi.org/10.26512/lc.v24i0.18965.

The inclusion policy carried introduced led by the 2005 disability act in France gave rise to the right for compensation and for schooling children with a disability in ordinary school settings. It is relevant to understand their effects on the practices of the teachers. In this perspective, this paper presents the beginning stages of a qualitative research carried out within the framework of biographic research in education. We examine the inclusion of autistic children in secondary and high schools by literature teachers having no specific training background on the field of disabilities. Drawing from biographic interviews we try to cast light on various factors that their behaviour and practices, in particular the professional identity built by the teacher, envisaged in its plural, dynamic, individual and social dimensions, and from the perpective of the ethical conceptions which underlie it.

Keywords : Inclusion; Disability; Professional identity; Training.

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