Être scolarisé dans un parcours bilingue langue des signes française-français écrit : ce qu’en disent les élèves sourds et entendants

Abstract

A review on the educational experience of students with disabilities, based on qualitative and quantitative surveys, questions the stated objectives of inclusive education policies. These studies show a more favourable experience in the specialized classe, due to a deteriorated relationship to schooling in the regular classroom and a sense of isolation and incompetence developed faced of difficulties. Research conducted in a bilingual French sign language-French written device, in secondary school with deaf and hearing students schooled together in the regular classroom, suggests other stories. The way in which school and teaching situations are conducted within this aid system, engages these students in a rewarding and capaciting experience, to be a recognized student in the classroom and among peers. Learning French sign language, the work of translators at the linguistic as well as pedagogical and educational level, the supporting role of auxiliary teaching systems, participate in the process of accessing school situations, especially to educational accessibility, thus providing students with a space of opportunity to attend school.