Analysis of the journey of a "multi-dys" student: to be included or to be included?

French Français This contribution is based on research inscribed in the field of biographical research in education and focuses on school inclusion as a process located at the intersection between institutional prescriptions and the singular paths of the different actors it concerns. Centered on the case of a pupil educated in an ordinary environment presenting several "dys" disorders, memory disorders and a rapid cognitive overload, she relies in particular on interviews carried out with him and his mother. The analysis of his journey makes it possible to question the conditions, levers and environments favorable to his inclusion, to the development of a feeling of well-being and to the construction of a power to interact with his environment, inviting reflection, on the challenges of promoting the expertise of parents who accompany their disabled child on a daily basis and on those of the narrative models available to the latter to forge their own story. This paper is based on a research in the field of biographical research in education and is interested in school inclusion as a process at the intersection between institutional prescriptions and the individual life courses of the participants involved. It focuses on the case of a pupil in ordinary school, who suffers from several "dys" disorders, memory problems and rapid cognitive overload, and is based in particular on interviews with him and his mother. The analysis of his life course allows us to investigate the conditions, levers, and environments favorable to his inclusion, to the development of a feeling of well-being and to the construction of a capacity to interact with his environment. [ABSTRACT FROM AUTHOR]