L’inclusione nelle classi «ordinarie» delle scuole materne
Diane Bedoin, Martine Janner-Raimondi
This piece focuses on the pedagogical work of teachers and special needs assistants (AVS) within an educational inclusion project in French nursery schools. From the analysis of a corpus of semi-structured interviews, it emerges that if the teacher, in first person, is responsible for implementing the educational methods adopted in the class, the AVS, beyond the technical aspects of actual material assistance, is strongly involved in the educational activities proposed. Despite the difference in status between the two roles, the quality of care given to the handicapped child greatly depends on the success of this joint venture.
