Étude des pratiques différenciées d’une enseignante au primaire au Québec œuvrant dans une classe spécialisée dédiée aux élèves ayant une déficience langagière
Despite the establishing continuum of education services, students with language impairment sparsely obtain their high-school diploma (MELS, 2010). Their severe language deficits require differentiated teaching to better meet their specific needs. The main objective of the present study is to describe and understand the contribution of differentiated instruction practices, accommodations and modifications to meet the needs of students with language impairment in a special class in primary school. The approach is to put into perspective the practice of a teacher according to school, teacher and students characteristics by the analysis of teaching activity of Goigoux model (2007). This single case study provide in-depth analysis of the differentiated instruction phenomena applied to the context of the special class with data from questionnaires, interviews, observations, researcher logbook, and physical artefacts (photography or photocopy of student works and class organization) (Creswell, 2014; Yin, 2009). The analysis of the results shows a great frequency of differentiation in terms of structures in pedagogical flexibility mode and in terms of content modification. These differentiated practices are set up to respond to needs arising from the disability of the students mainly or when they are perceived as a gap to be filled by the teacher. The results highlight the value of investigating teachers' knowledge of differentiation levels and devices, as well as specialized knowledge related to the development of essential skills such as reading. More specifically, our findings address the need to explore the discrepancy between the meaning attributed to levels of differentiation in scientific, government and practice writing.
language impairment special class differentiated instruction case study practice analysis