Les enseignants remarquent le développement social des élèves ayant des besoins particuliers
DOI :
https://doi.org/10.26443/mje/rsem.v58i3.10213Mots-clés :
troubles d’apprentissage, défis sociaux, rôle de l’enseignant, soutien de l’enseignant, élèvesRésumé
Les troubles d’apprentissage sont courants chez les élèves de la maternelle au secondaire. En tant qu’enseignante stagiaire, j’ai constaté que ces élèves éprouvaient des difficultés sur le plan social, autant à l’intérieur qu’à l’extérieur de la classe. J’ai donc décidé d’approfondir ce sujet sous l’angle d’un enseignant. Pour ce faire, j’ai mené quatre entretiens avec des professionnels en éducation. Les résultats montrent que les enseignants croient que la capacité sociale des élèves ayant des difficultés d’apprentissage dépend de leur prise de conscience de leur trouble. De plus, ils pensent pouvoir contribuer à l’aide apportée aux élèves afin qu’ils puissent relever les défis sociaux qui s’offrent à eux. Cependant, ils ne se sentent pas assez préparés à leur venir en aide.
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