L'intégration scolaire ou un temps pour penser

The evolutive disharmony of the child is sometimes responsible for a table, which seems to be in deficit. As a result, we notice some apprenticeship and schooling disorders, which forbid any schooling in an ordinary class of the National Education system. This article takes an interest in cognitive constraints that are the matter for this type of psychopathological organisation. Starting from clinical observations-within which we examine the status of the perception through the subjective appropriation of the child - we try to extract characteristic cognitive style of the underlying psychopathological processes. We mention then a few general thought about the therapeutic implications, notably within the context of a school integration mechanism, initiated in 1991, by a child-youth psychiatric service.