Study of the support provided to visually impaired student included in mainstream classroom
Résumé
The present research aims to reveal the specific types of interactions which can foster and optimize the engagement of students with special needs in mathematical learning. In a semiotic approach, the present analyses focus on a study of the relationships between language productions and non-verbal signs (gestures, gaze, …) which students feed back to us in interaction. This paper analyzes the support provided by a Special Education Assistant (SEA) to a visually impaired student included in a mainstream sixth grade class, in solving a mathematical problem requiring the use of manipulatives, during an introductory lesson on the notion of area. The present analyses highlight semiotic misunderstandings which can arise, providing insight into the obstacles to learning that can result from the support offered by the SEA to a visually impaired student in mainstream education.
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