Soutenir la scolarisation inclusive à l’école maternelle en Italie : l’attention portée aux relations avec les pairs

This article originates from the Epil research, “Childrens with Special Needs, Inclusive Processes and Peer Relationships”, aimed at better understanding what promotes or prevents in the relationships between children with disabilities and typical children. As part of the research in Italy, this contribution analyzes peer interactions among four 3 to 5-year-old children with disabilities enrolled in kindergarten in the province of Turin (Italy). The analisis draws on three sets of data : (i) videos recorded in contexts, at school and at home, (ii) self-confrontation interviews with parents and with teachers. The results confirm some difficulties that children with disabilities face with forming and maintening relationships with their peers, but show facilited relationships between children “who are alike”. The adults appear as conveyors of words, whether it’s to discuss the situation of disability with children, or to rely on the family to provide the words for a non-verbal student in the classroom. This analysis of peer relationships falls into a little-explored age group.