Relation entre parcours scolaire et représentations de soi chez des élèves en situation de handicap : rôle modérateur du sens de l'expérience scolaire sur cette relation.

Cet article vise à souligner l'effet modérateur du sens de l'expérience scolaire dans la relation entre le parcours scolaire et la construction identitaire d'élèves en situation de handicap. Nous avons rencontré 111 élèves en situation de handicap intellectuel, 50 filles et 61 garçons, âgés de 7,5 à 16 ans (M = 12,4 ; ET = 2,08) scolarisés en CLIS (n = 44), ULIS (n = 49) et IME (n = 18). Différents outils ont été utilisés pour recueillir nos données : un Q-Sort de représentations de soi (Pierrehumbert & Rankin, 1990), un entretien semi-directif sur la base du dessin de l'école (Caglar, 1990) et un bilan de savoir oralisé (Charlot, Bautier, & Rochex, 1992). Nos résultats révèlent que le sens de l'expérience scolaire construit par les élèves, notamment les apprentissages du quotidien et leurs liens aux pairs, vient pondérer les effets observés de leurs parcours scolaires sur leur construction identitaire. The aim of this abstract is to show the moderating effect of schooling experience' sense in the relation between building an identity (self-representation) of disabled pupils and the sense they made from their schooling experience (relations to knowledge and school) in respect to their school career. Our study consisted of 111 disabled pupils [50 girls and 61 boys], aged from 7 1/2 to 16 years old (M = 12.4; ET = 2.08), schooled in ULIS primary sector (n = 44), in ULIS secondary sector (n = 49) and in IME (specialized sector) (n = 18). Different instruments, all suitable for pupils we met, have been used to collect our data: a Q-Sort of self-representations which evaluate different domains: educational, social, physical, appearance, behavior, proper value (Pierrehumbert & Rankin, 1990), a drawing of their school to support their responses regarding researcher questions (Caglar, 1990) and an orally bilan de savoir (knowledge assessment) (Charlot, Bautier, & Rochex, 1992). In addition, questionnaires for teachers allowed us to collect sociodemographic data and information about their school career. First, we have built typologies to consider several variables constituent of their school career. We obtained three typologies. Current context of schooling and methods of teaching are prominent dimensions of these school career and in second weekly schooling time, structure in where they were schooled before and the time they spent in specialized devices. Then, our results underline the moderating role of the schooling experience in the relationship between the pupils' school career and their building identity. Precisely, effects are noticed on the learning from day-to-day (the relation to knowledge), the behavioral domain and the physical skills and on their relations concerning peer's links (relation to school), behavioral domain, general and appearance. Jointly reviewing schooling experience and self-representations allow in-depth understanding of psychological process involved in relations between variables studied. Indeed, the moderating effect reveals that pupils' school career is not determinant and has an effect on self-representations to the extent they interact with the sense pupils give to their experience. [ABSTRACT FROM AUTHOR]