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Overall orchestration of UE3 - Anne Gombert

Pedagogical team (= referents of the UE 3 per site highlighted in bold)

  • Aix en Provence : Anne Gombert - Ariane Bossez - Claire Enea Drapeau (abs 2022-2023) - Cynthia Caminade
  • Marseille : Nadeige Chauvot & Carole Faure Brac
  • Avignon : Sylviane Feuilladieu - Cynthia Caminade

Objectives and topics covered in UE3
This module aims to develop the implementation of professional practices known as "inclusive" based on the notion of accessibility (universal) of educational and/or teaching situations (Feuilladieu, Gombert, Benoit, 2020 ; Bergeron &. Al, 2011) to take into account the diversity of audiences in an educational community for all (Chatenoud., & al. 2018). These practices concern the teaching/learning and educational situations themselves (Gombert & al. 2020) and those related to partnership and collaboration, (Thomazet & Merini, 2014)? The aim is to lead the student to analyze the socio-scholastic, cognitive and pedagogical/didactic obstacles and misunderstandings (Bonnery, 2007; Bautier & Rayou, 2009) of a teaching and/or educational situation in order to elaborate a teaching session and/or educational scenario accessible to all students and to promote their full participation.

Main concepts addressed : Inclusive education; Paradigms and devices; Pupils with special needs; Relationship to knowledge and school inequalities; Teaching/educational practices; Accessibility to school knowledge (universal //differentiated //explicit pedagogy; Pedagogical and didactic adaptation); Partnership and collaboration; Difficulties, disorders and handicaps (Dys, Autism, EHPI ...); Social representations of EBEP and stereotypes (especially on the Aix site).

To be noted: the pedagogical methods of teaching and evaluation and The contents taught in the UE are identical for each site (Aix, Marseille and Avignon), with some variations and adjustments depending on the pedagogical freedom of the groups' referents and the trainers' fields of expertise.

Principles of professional organization and teaching methodss
Sessions: face-to-face. At the margin, remote times can be organized if necessary
Method: active around analysis of integrative situations
Each session: a) time for notional contributions and role playing (reciprocal back and forth); b) time for the co-construction (in small groups) of an educational and/or learning/teaching scenario
used for the evaluation of the UE

Evaluation methods
Written work presented orally and collectively during the last session of the UE (= written file minimum 6 pages + oral presentation slide show) - The students must conceive and formalize in group a teaching/learning and/or educational session in the line of the accessibility and the universal pedagogy.
The professional skills at work in this task are situated in the planning of the professional educational or teaching action, in the analysis of needs and situations, in the elaboration of answers.

Competences evaluated in the professional reference framework (UE3 = 3ECTS)
Mentions 1, 2 and 3

A2. Respect and ensure respect for the principles of equality, secularism, equity, tolerance and the refusal of all discrimination (1ECTS)
Mentions 1 and 2
B5. Conducts explicit teaching, attentive to the needs of each student, using cooperation and differentiation (2ECTS)
Mention 3
B3-7. Participates in the construction of the student's project and his/her orientation in conjunction with the parents and in association with the principal teachers and the national educational psychologist specializing in "education, development and guidance in school and career" (EDO) (2ECTS)

  • Bibliography

    Chatenoud, C., Ramel, S., Trépanier, N. S., Paré, M. & Gombert, A. (2018). From inclusive education to an educational community for all. Journal of educational sciences, 44, (1), 3-11. https://doi.org/10.7202/1054155arSMASH SMASH

    Bautier. E, Rayou, P. (2009). Les inégalités d'apprentissage. Programmes, pratiques et malentendus scolaires, PUF, coll. " Education et société ".

    Bergeron & al (2011). Universal pedagogy: at the heart of inclusive school planning. Education et Francophonie, 39, 2, 87-104 - https://www.erudit.org/fr/revues/ef/2011-v39-n2-ef05/1007729ar/

    Bonnéry, S. (2007). Comprendre l'échec scolaire. Elèves en difficulté et dispositifs pédagogiques. La Dispute, coll. " L'enjeu scolaire ", 2007

    Feuilladieu, S., Gombert, A., and Benoit, H. (2020). School form and pedagogical and didactic accessibility. In S. Ebersold (Ed.), L'accessibilité ou la réinvention de l'école (pp. 103-121). ISTE éditions.

    Gombert, A. & Millon-Fauré, K. (2020). Include or educate? Adapting a learning situation in mathematics: the case of a student with dyscalculia. Ressources, 22, 50-63. (Doc. 7)

    Pelletier, L. (2020). The concept of inclusion and its challenges: Reflections on inclusion and the need to think differently about school. Resources, 22, 10-29.

    Thomazet, S. & Mérini,C. (2014). Le travail collectif, outil d'une école inclusive?", Questions Vives [En ligne], n° 21 | 2014, online September 15, 2014, URL: http://journals.openedition.org/questionsvives/1509 ; DOI: https://doi.org/10.4000/questionsvives.1509

image ue3 pratiques inclusive

Towards and for inclusive education and schooling ... because "there is no such thing as a Minuscule or Majuscule life" (C. Gardou, 2012)

Looking forward to seeing you again, for those who will register in this EU.

For the pedagogical team
Anne Gombert