Extract
[...] Physical activity, health and quality of life, survey on physical activity, health and quality of life of people with intellectual disabilities from CAT. Handicaprevue of Human and Social Sciences 47-67. 13. Caillé, A., Chanial, P., & Tarragoni, F. (2016). To emancipate, yes, but from what? Revue of the MAUSS 5-28. 14. Caraglio, M. (2019). Students with disabilities (2nd ed. updated). What do I know? 15. Colin, J. (2011). [...]
[...] It is this document that will notably indicate whether the student should benefit from a Student Accompanist in a Disability Situation (AESH, formerly AVS), adapted supports or special equipment. The student with BEP thus takes a new place in the classes of the ordinary school environment in connection with a real cultural change (Gardou & Poizat, 2007) which is now oriented favorably towards this public. This is completed, since 2016, by a circular28 strengthening the emphasis on inclusive schools, detailing pedagogical adaptation guidelines for students with disabilities. Today, this inclusive approach is found in the citizenship education desired by the school since the early 2000s. [...]
[...] Marcellini, A. (2005). Des vies in wheelchair? Uses of sport in the processes of de-stigmatization and social integration. CTNERHI. 59. Martin, J.-L. (2004). History of physical education under the Fifth Republic. [Volume [Volume Vuibert. 60. Meynaud, F. (2007). Towards an inclusive physical education and sports: Reliance, n° 92-97. https://doi.org/10.3917/reli.024.0092 61. Meziani, M., & Séguillon, D. [...]
[...] If we take up his work, we can say that it is a fundamental notion for the Republican school which advocates equal opportunities. While it assumes an equality of knowledge that does not distinguish between sex or social backgrounds, the inclusion of students with SEN is based on a desire for civic education in difference(s). Integration was only a matter of making a place for students with SEN in the ordinary school, while inclusion is based on a more complex reflection that now refuses to marginalize students with SEN in a specialized environment in order to move towards inclusion in ordinary schools. [...]
[...] In fact, the way information is transmitted must be adapted to the specific sensory impairments. In the case of visual impairments, the teacher must adapt the transmission of instructions through verbal or tactile explanations and guidance. (Tant et al., 2018). There are still some proposals for adaptations proposed by different academies such as those of Versailles21 or of Lyon22, available on the internet. These guides are the materialization of a training need expressed by physical education teachers. They are also a reflection of the difficulties faced by physical education teachers in adapting their practices, often linked to a lack of knowledge and resources on disability in general (Tant et al., 2018). [...]
