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Studies about the teacher induction give results that do not illuminate the situation of those working in special education in Quebec. Our objectives are to describe and understand their support needs, the nature of the assistance received and the desired one. The analyzed data come from a questionnaire survey and semi-directed interviews. The results highlight the plurality of support needs, some of which are inherent to their particular working contexts. Accessibility of support is uneven and what is offered does not always meet the specific needs of these teachers.

L’insertion professionnelle des enseignants en adaptation scolaire : leurs besoins de soutien, le soutien reçu et le soutien souhaité