TY  - Type of reference 
TI  - Education to disability in a school environment: an approach by social representations within a high school student group 
AU  - Maryse Cadet-Mieze 
AB  - The inclusive and transformative approach of social representations imputed to the School provides a spot for uprising teaching dynamics to address a social issue of the XXIst century: coexistence. The encounter with the Other isn’t “self-evident” (Jodelet, 2003). Social role conceptions of disability are often tainted with a subjective stigmatizing and limited vision that creates a barrier to “coexistence”. The social role conceptions theory is used within this thesis as a tool for thinking on “educations to”. We will question the experience and the School’s information on disabilities as potential factors of transformation of the social role conceptions of said “ordinary” high school students. Based on surveys, we will define a representative mapping of disability in the high school students group. Then, we will lead an experiment within two years in the « Travaux Personnels Encadrés” (TPE, stands for Personal Framed Activities) class. The experience tends to show that – with the teaching approach of “educations to” an experience with disability is possible within the School, and that it is a potential factor of positive transformation of social role conceptions. However, the barriers to “coexistence” are still standing. 
DO  - 10.21494/ISTE.OP.2019.0368 
JF  - Educations 
KW  - disability,  education to,  social representations (social role conception),  experience,  coexistence (living together), handicap,  éducations à,  représentations sociales,  expérience vécue,  vivre ensemble,  
L1  - http://openscience.fr/IMG/pdf/iste_edu18v2n1_d.pdf 
LA  - en 
PB  - ISTE OpenScience 
DA  - 2019/04/1 
SN  - 2632-590X 
TT  - L’éducation au handicap en contexte scolaire : une approche par les représentations sociales dans une population lycéenne 
UR  - http://openscience.fr/Education-to-disability-in-a-school-environment-an-approach-by-social 
IS  - Issue 1 
VL  - 2 
ER  -