Schooling experience and self-representations among students within a disability situation
With regard to the conceptual and legislative evolution of the inclusive paradigm in the French school context, this article examines the school experience and self-representations of students living disability situations. A total of 111 pupils, enrolled in inclusive education classes (N=44), localized inclusive education units (N=49) and medical education institutes (N=18), provided information on several tools (drawings, questionnaires, interviews). The results obtained by a multivariate analysis procedure highlight a first grouping consisting of three heterogeneous profiles regarding students' investment in knowledge, the nature of their peer relationships and their self-representations. A second grouping is composed of two similar school profiles in which students are engaged in the acquisition of knowledge and highlight valued self-representations and relationships with others.