Les processus de relégation scolaire: une lecture en contre-jour du rôle attribué à l' en seignant spécialisé.

Since the beginning of the last century, the Swiss school opened special classes to educate the most vulnerable students. Measures were put in place to develop speciic practices related to the role assigned to the special education teacher. An investigation of interactional type has covered the process for reporting student at a preschool and elementary school levels. Qualitative analysis of teacher reports was conducted following the model of Gofman. he results highlight the role of the specialist teacher at the school. his works as a barometer of the integration in school life, the practices of marginalization in regular classrooms and school exclusion of some students. [ABSTRACT FROM AUTHOR]