Abstract :
[en] In Wallonia Brussels Federation (WBF), students with disabilities are generally enrolled in an institution for special education that focuses on better meeting their specific needs (Sauvage, 2021). Therefore 8 types of disabilities are listed whereof the 8th one deals with learning disabilities or “instrumental disorders” (decree of March 3, 2004). For students facing such disorders, psychological, relational and attentional difficulties can also be identified. The question of the integration (or even inclusion) of these students in ordinary education deserves to be asked, especially during the transition to secondary education, where members of the education team are generally less equipped to adequately meet the specific needs of these students (Comblain, 2024). In this regard, it is recognized that physical and health education may be useful. The use of opposition sports and martial arts could represent a promising approach. Among these, judo is renowned for the values it teaches, for the educational stakes it implies and even for the strengths it brings, whether mental or physical (Julhe, 2012). Nevertheless, the literature is relatively poor on this subject. In WBF, this type of sport activity is rarely offered as a part of physical education. The objective of this study is therefore to design and implement a cycle of 7 teaching-learning sessions, adapted to the characteristics of type 8 students and their specific needs, aimed at improving 5 variables: openness to others, self-confidence, perseverance, attention and self-control. These variables would indeed constitute an essential basis for succeeding in ordinary secondary education (and in life in general). With this in mind, an action research was undertaken with a sample of 10 pupils (including 5 girls) of type 8 disabilities (e.g. dyslexia, dysphasia, dyscalculia, written language disorder, attention deficit disorder with or without hyperactivity, autism spectrum disorder), aged between 10 and 13 years. The data was collected several times: during the pre-test (prior to the implementation of the sessions) and the post-test, but also after each teaching-learning session. The 5 variables were measured in two complementary ways: by questionnaire (based on the Self Perception Profile for Children (SPPC); Harter, 1982) and by criterion-referenced observation of students in predefined practical situations. In addition, a video recording made it possible to double-code the data and enhance the reliability of coding. The results show that by offering students playful, diversified and progressive opposition activities (as judo) during which they are confronted with teaching-learning situations requiring perpetual adaptation (balance of power, collective and individual objectives, “working with” and “against”), it is possible to respond to the particularities of students with instrumental disorders.
