Conditions for taking responsibility of pupils with behavioral and learning disorders in contemporary schools
The author analyzes how different education professionals consider their institutional, educational and teaching roles, while they are responsible for pupils with behavioral and learning disorders. The research builds on the transcript of interviews conducted with these professionals. It appears that the possibilities for educational success are based on a combination of factors : an anthropological and a psychosocial approach to responsibility, a professional posture based on unconditional values, a dynamic approach to disorders manifested by the child, an “ecological” intelligence to co-responsibility.