Dyslexia and educational adaptation of the writing from an ordinary secondary school. Production of tales in group and pupils in need of particular educational help
In this article, the research implemented consists in studying the educational adaptations and the teaching methods related to conventional school knowledge. The originality of this study lies in the choice of the educational situation and its adjustment to enable all pupils (including the pupils in need of a particular educational help) -of three first form classes from an ordinary secondary school- to write some short essays after reading the tale. The qualitative analysis of the productions and especially those of dyslexic pupils, aims at presenting the effects produced by the educational means and the procedures adopted to resolve the problem posed by their linguistic defects. The results validate our assumptions and give a perspective about the stakes on the relationships (both those of reciprocity and those of openness) between peers. They clearly show the constructive role of social interactions in the development of their scriptural and creative skills with regard to their different productions.