Perché i genitori di un bambino in situazione di handicap decidono di entrare in un processo di «sviluppo-detto-professionale »?
Michèle Lemeunier-Lespagnol
In the context of a large research network in Upper Normandy, our study shows that parents develop «skills» through constant exposure to their child’s disability. Some of them also embark on a self-education process, leading them to acquire knowledge. In this paper we attempt to analyse what professional development logics (Wittorski, 2007) are used by parents. What we want to suggest is that parents of a handicapped child could be included in a «professional development» process; we thus use the metaphor of the working world, adapting the author’s proposals to parental status.
