title: [School inclusion of autistic children in adapted classes].
abstract: A study was carried out into the subjective experience of the main people concerned by the schooling of autistic children in an inclusion classroom: the children, the parents and the teaching professionals. It highlights the need to take into account the transferential dimension of the pedagogical relationships. It also offers interesting perspectives with regard to clinical applications concerning the role of the school psychologist in supporting the professionals as well as the families.
authors.affiliation: Réseau d'aide spécialisée aux élèves en difficulté (Rased) Charles Fauqueux, 6 rue Louis-Roger, 60000 Beauvais, France.
authors.forename: Hubert
authors.initials: H
authors.lastname: Nacéra
authors.affiliation: Maison de Solenn-Maison des adolescents de Cochin (AP-HP), 97 boulevard de Port-Royal, 75013 Paris, France; Inserm U1178, Université Paris Descartes, 12 rue de l'École de Médecine, 75006 Paris, France. Electronic address: adeline.sarot@gmail.com.
authors.forename: Adeline
authors.initials: A
authors.lastname: Sarot
mesh_terms: D001321:Autistic Disorder / Q000523:psychology*; D002648:Child; D005602:France; D006801:Humans; D008282:Mainstreaming, Education; D010290:Parents; D012917:Social Adjustment
keywords: autism; autisme; classe pour l’inclusion scolaire; contre-transfert; countertransference; disability; handicap; pervasive developmental disorder; school inclusion classroom; schooling; scolarisation; trouble envahissant du développement