MIEUX COMPRENDRE LES MECANISMES DE LA COMMUNICATION (CORPS, PAROLE, CONCEPTUALISATION) POUR CONTRIBUER A UNE SCOLARITE PLUS INCLUSIVE DES ELEVES

The four partner structures take in special-needs pupils aged between 16 and 22. These pupils, who suffer from psychopathological disorders, are educated either in hospital-based schools, as in Fr...

Our Erasmus + project provided an opportunity to discuss our organisations, which are very specific given our particularities, our innovative teaching practices, our reflections and analyses of our practices around 3 axes: - How can we help pupils suffering from psychopathology and anxiety to better grasp abstraction and a more conceptual way of thinking? - How can we help these young people to speak up and assert their opinions out loud? - How can physical engagement and body language be better integrated into teaching and learning? The framework for this reflection has been chosen to integrate all the dimensions of communication and involve all colleagues, whatever their subject. The diversity of cultures, medical and educational organisations, resources and national programmes is a source of intense reflection on our own professional practices. All these discoveries and, above all, these exchanges were an opportunity to come up with innovative teaching methods or simply to question our profession and our approaches, but also to work as hard as possible to help our pupils achieve better academic results, or a calmer school climate within an inclusive framework.

The expected results took different forms. Each school organised a dissemination event in the form of a conference and round table around the issues raised by the project. The results were then produced in the form of a written report, a digital platform or a publication, so that each school could benefit from the different ideas raised. During each immersion course, each team produced a report in the form of a poster and distributed it to all the partners. The aim is to get feedback on practices and pass it on to all staff. This has helped us to analyse our own teaching approaches. Finally, each participant in the immersion courses produced a report on a teaching observation (description, analysis, feedback on their own practices, illustrations) of their choice. All of these reports have been put online on an evolving platform so that they can be easily shared with all our colleagues, present and future, as well as more generally at local and national level: https://bodylanguageabstraction.jimdofree.com/