Some effects of a research device on inclusive praxeologies in French ordinary classrooms
Our study focusses on the current inclusive praxeologies in French ordinary classrooms that promote a better accessibility to knowledge for pupils with special educational needs. This study is based on a collaborative research device that has been created to answer our question: What would be the effects of this device on the production of these praxeologies? Our theoretical and methodological frameworks come from the anthropological theory of didactics (Chevallard, 1992) and from the « actors and systems » clinic. Finally, our study develops some of the effects of the device on the inclusive praxeologies.