Abstract
Accompanying Persons for Students with Disabilities (AESH, Accompagnants des Élèves en Situation de Handicap) constitute the second largest professional group in schools. Since 2020, a new role may be assigned to them: the position of AESH Referent. This doctoral research focuses on analysing the work associated with this role, adopting a professional didactics approach to design training tailored to the actual activities of AESH Referents. This article examines the transformations in their work as they transition from the role of AESH to that of Referent through the identification of the objectives and emblematic and critical activities of this function. It also questions the use of the term “function” to qualify the actions carried out by AESH Referent. Finally, elements for the construction of a training, adjusted to the actual activity of referrers AESH, will be discussed: such as the mobilization of visual methods (photo elicitation interview, addressed photograph) as training tools.
Keywords: AESH Referent, work analysis, professional didactics, photo elicitation interview.