Childhood of immigrant origin, disability and school Criteria for educational observation and inclusive educational actions

Abstract

The paper seeks to call for greater attention, from pedagogical research, to the growing presence of disabled immigrant children at school, to elaborate educational research paths and inclusive educational actions. In case of disability and in the presence of immigrant experiences, the teacher is invited to wear new glasses to identify and respond to the plurality of needs, to use the reading grids of the discomfort as free as possible from stereotypes and prejudices. The work was carried out with the aim of offering a criterion, in the school context, to guide the observation of child behavior according to scientific canons attentive to the needs of these pupils, their specificities, their expectations and a consideration of the deficit in light of the pupil's culture of origin. This ensures greater well-being, better learning outcomes and more complete school and social integration.