<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2238-2097</journal-id>
<journal-title><![CDATA[Revista de Educação Pública]]></journal-title>
<abbrev-journal-title><![CDATA[R. Educ. Públ.]]></abbrev-journal-title>
<issn>2238-2097</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Mato Grosso, Instituto de Educação, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-20972019000300555</article-id>
<article-id pub-id-type="doi">10.29286/rep.v28i69.9132</article-id>
<title-group>
<article-title xml:lang="fr"><![CDATA[L&#8217;effet-tuteur dans l&#8217;accompagnement des élèves présentant un trouble neurodéveloppemental]]></article-title>
<article-title xml:lang="en"><![CDATA[The tutor effect in the support of students with neurodevelopmental disorders]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KALUBI]]></surname>
<given-names><![CDATA[Jean-Claude]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ANGRAND]]></surname>
<given-names><![CDATA[Rosly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,l&#8217;Université de Sherbrooke  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,l&#8217;Université de Sherbrooke  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>28</volume>
<numero>69</numero>
<fpage>555</fpage>
<lpage>581</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-20972019000300555&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-20972019000300555&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-20972019000300555&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Plusieurs travaux portant sur la réussite scolaire ont mis l&#8217;accent sur les facteurs d&#8217;impact et les gestes favorisant une mobilisation adéquate des approches d&#8217;enseignement. Les communautés éducatives à travers le monde exposent d&#8217;innombrables ressources en vue d&#8217;ajuster les pratiques enseignantes sur le terrain. Elles aident aussi à trouver des moyens pour rendre visibles les apprentissages des élèves. Leurs préoccupations convergent aussi autour des rôles déterminants joués par les enseignants. Ces derniers assurent aussi la mission de connecter les systèmes éducatifs aux technologies nouvelles. Le processus de médiation symbolique relié aux fonctions de tuteurs produit des effets transformateurs relevant de quelques facteurs de protection. Le contexte d&#8217;utilisation de la technologie est variable, à l&#8217;école, à la maison comme dans la communauté. Une recherche exploratoire a été menée concernant l&#8217;encadrement des élèves présentant un trouble neurodéveloppemental. Associant la recension des travaux scientifiques à des entrevues semi-dirigées (élève, parent, enseignant), ce texte met en évidence les atouts de l&#8217;effet-tuteur, considéré comme une force dans l&#8217;accompagnement des élèves.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Several studies on academic success have focused on impact factors and actions that promote the appropriate use of pedagogical methods. Educational communities around the world are exposing numerous resources with teaching practices in the field. They also help to find ways to make student learning visible. Concerns converge around the determining roles played by teachers. The latter have the task of articulating educational systems to new technologies. The process of symbolic mediation related to the functions of tutors produces transformations that fit into a few protective factors. Exploratory research was carried out on the supervision of students with neurological developmental disorders. Combining the review of scientific work with semi-directed interviews (student, father, mother, teacher), this text highlights the advantages of the tutor, considered as a strength in supporting students.]]></p></abstract>
<kwd-group>
<kwd lng="fr"><![CDATA[Tuteur]]></kwd>
<kwd lng="fr"><![CDATA[Accompagnement]]></kwd>
<kwd lng="fr"><![CDATA[Élèves]]></kwd>
<kwd lng="fr"><![CDATA[Développement humain]]></kwd>
<kwd lng="fr"><![CDATA[Technologies d&#8217;assistance]]></kwd>
<kwd lng="en"><![CDATA[Tutor]]></kwd>
<kwd lng="en"><![CDATA[Accompaniment]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Human development]]></kwd>
<kwd lng="en"><![CDATA[Assistive technologies]]></kwd>
</kwd-group>
</article-meta>
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