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123 réponses ont été trouvées pour le(s) critère(s) suivant(s) :

SUEDE

Article de périodique
SOKOLOVA, Elena/OERLEMANS, Anoek M./GROOT, Peter/[et al.]

A Causal and Mediation Analysis of the Comorbidity Between Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD)

, 371.918 (NUM) SOK C
2017
Journal of Autism and Developmental Disorders, Vol.47, N°6, du 01/06/2017
http://link.springer.com/article/10.1007/s10803-017-3083-7
Autism spectrum disorder (ASD) and Attention-deficit/hyperactivity disorder (ADHD) are often comorbid. The purpose of this study is to explore the relationships between ASD and ADHD symptoms by applying causal modeling. We used a large phenotypic data set of 417 children with ASD and/or ADHD, 562 affected and unaffected siblings, and 414 controls, to infer a structural equation model using a causal discovery algorithm. Three distinct pathways between ASD and ADHD were identified: (1) from impulsivity to difficulties with understanding social information, (2) from hyperactivity to stereotypic, repetitive behavior, (3) a pairwise pathway between inattention, difficulties with understanding social information, and verbal IQ. These findings may inform future studies on understanding the pathophysiological mechanisms behind the overlap between ASD and ADHD. [Résumé d'auteur]
Document disponible au format numérique
AUTISME / COMORBIDITE / HANDICAPE MENTAL / PSYCHOPATHOLOGIE / SUEDE / TROUBLE DEFICIT DE L ATTENTION HYPERACTIVITE / TROUBLE DU SPECTRE AUTISTIQUE
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Article de périodique
BOLIC BARIC, Vedrana/HEMMINGSSON, Helena/HELLBERG/Kristina/[et al.]

The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder

, 371.918 (NUM) BOL O
2017
Journal of Autism and Developmental Disorders, Vol.47, N°3, du 01/03/2017
http://link.springer.com/article/10.1007/s10803-016-2986-z
The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education. [Résumé d'auteur]
Document disponible au format numérique
AUTISME / HANDICAPE MENTAL / INSERTION PROFESSIONNELLE / SUEDE / SYNDROME D ASPERGER / TRANSITION ECOLE TRAVAIL / TROUBLE DEFICIT DE L ATTENTION HYPERACTIVITE / TROUBLE DU SPECTRE AUTISTIQUE
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Article de périodique
SORBRING, Emma/MOLIN, Martin/LOFGREN-MARTENSON, Lotta

I’m a mother, but I’m also a facilitator in her every-day life: Parents’ voices about barriers and support for internet participation among young people with intellectual disabilities

, 371.98 (NUM) SOR I
2017
Cyberpsychology: Journal of Psychosocial Research on Cyberspace, Vol.11, N°1, du 01/05/2017
https://cyberpsychology.eu/article/view/6758/6218
In general, the Internet is an arena where parents (as well as other adults) have limited insight and possibilities to support the young person. However, several studies indicate that parents are one of the most important facilitators in the every-day life of young persons with intellectual disabilities. Therefore, the aim of the current article is to highlight parents’ perceptions and actions in relation to opportunities and barriers for these young people when using the Internet. The empirical material consists of interviews with 22 parents of intellectually challenged young people in Sweden. The transcribed interviews were analysed using a thematic analysis, which is a method of identifying, analysing and reporting patterns within data sets. The results show that parents’ views are double-edged; on the one hand, they see great possibilities for their children, thanks to the Internet, but on the other hand, they are afraid that due to their disability, their children are more sensitive to different contents and interactions on the Internet. Furthermore, the results indicate that parents believe that the Internet can facilitate participation in social life, but that it precludes young people with intellectual disabilities from being part of society in general when it comes to community functions and services. This article will discuss barriers and support in relation to the individual and her or his support system, which brings into focus the parent’s responsibility and support for young people, helping them to surmount barriers – instead of avoiding or ignoring them – and find ways to take action to do so. [Résumé d'auteur]
Disponible uniquement au format numérique.
DEFICIENCE INTELLECTUELLE / HANDICAPE MENTAL / INTERNET / PARENT D ENFANT HANDICAPE / PARTICIPATION SOCIALE / PROTECTION / RESEAU SOCIAL / SUEDE
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Article de périodique
BUTWICKA, Agnieszka/LANGSTROM, Niklas/LARSSON, Henrik/[et al.]

Increased Risk for Substance Use-Related Problems in Autism Spectrum Disorders: A Population-Based Cohort Study

, 371.918 (NUM) BUT I
2017
Journal of Autism and Developmental Disorders, Vol.47, N°1, du 01/01/2017
http://link.springer.com/article/10.1007/s10803-016-2914-2
Despite limited and ambiguous empirical data, substance use-related problems have been assumed to be rare among patients with autism spectrum disorders (ASD). Using Swedish population-based registers we identified 26,986 individuals diagnosed with ASD during 1973–2009, and their 96,557 non-ASD relatives. ASD, without diagnosed comorbidity of attention deficit hyperactivity disorder (ADHD) or intellectual disability, was related to a doubled risk of substance use-related problems. The risk of substance use-related problems was the highest among individuals with ASD and ADHD. Further, risks of substance use-related problems were increased among full siblings of ASD probands, half-siblings and parents. We conclude that ASD is a risk factor for substance use-related problems. The elevated risks among relatives of probands with ASD suggest shared familial (genetic and/or shared environmental) liability.[Résumé d'auteur]
Document disponible au format numérique
AUTISME / CONDUITE ADDICTIVE / HANDICAPE MENTAL / SUEDE / TOXICOMANIE / TROUBLE DU SPECTRE AUTISTIQUE
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Article de périodique
TIMANDER, Ann-Charlott/MOLLER, Anders

Recovery: experiences of resistance to disablism?

, PER DIS
2016
Disability and Society, Vol.31, N°8, du 01/09/2016
This article explores whether it is fruitful to use a service user/survivor approach to recovery, by seeing recovery as survival of social invalidation. That is survival of the psychosocial forces that were the source of the experience of mental distress, and as survival of social oppression by the psychiatric services and/or wider society. It could be argued that the participants in this study in the United Kingdom and Sweden recovered, and reclaimed and (re)constructed positive identities. They actively resisted experiences of disablism and rebuilt their lives. By approaching recovery from a service user/survivor perspective, one is focusing on the social, structural and political aspects of the recovery process, and one is resisting biomedical, deviant and reductionist notions of recovery. [Résumé d'auteur]
DISCRIMINATION / HANDICAPE PSYCHIQUE / RESISTANCE / RETABLISSEMENT / ROYAUME UNI / SUEDE
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Article de périodique
BRENNAN, Ciara/TRAUSTRADOTTIR, Rannveig/RICE, James/[et al.]

Negotiating independence, choice and autonomy: experiences of parents who coordinate personal assistance on behalf of their adult son or daughter

, PER DIS
2016
Disability and Society, Vol.31, N°5, du 01/06/2016
Article 19 of the UN Convention on the Rights of Persons with Disabilities requires states to provide personal assistance services. This article is based on qualitative research in Iceland, Norway and Sweden, carried out between 2012 and 2013. The overall study focused broadly on the implementation of Article 19. This article, however, reports findings based on a particular group of participants within the larger study: non-disabled parents who coordinate personal assistance schemes for their adult son or daughter. The article examines the various ways in which the parents, the majority of whom were mothers, negotiate principles of independence, choice and autonomy for their adult son or daughter who requires intensive support, including assistance with communicating. The aim is to explore, in the context of the Convention and the principles of the independent living movement, how to acknowledge and conceptualise personal assistance schemes that require another person to manage on behalf of the user. [Résumé d'auteur]
ACCOMPAGNEMENT DE LA PERSONNE HANDICAPEE / ADULTE HANDICAPE / AUTONOMIE / DROIT DE LA PERSONNE HANDICAPEE / FAMILLE DE LA PERSONNE HANDICAPEE / ISLANDE / NORVEGE / SUEDE
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Article de périodique
GUSTAVSSON, Anders/NYBERG, Catarina/WESTIN, Charles

Plurality and continuity: Understanding self-identity of persons with intellectual disability = Pluralité et continuité : comprendre l'identité des personnes en situation de handicap intellectuel

, PER ALT
2016
Alter. European Journal of Disability Research. Revue européenne de recherche sur le handicap, Vol.10, N°4, du 01/11/2016
L'objectif de cet article est d'explorer la complexité et la continuité des identités des personnes en situation de handicap intellectuel. Une lecture attentive de quatre récits de vie montre que les identités exprimées par des personnes qui présentent une déficience intellectuelle sont fondamentalement plurielles et fluides. La « théorie du positionnement » de Harré & Langenhove est particulièrement utile afin de rendre compte de cette pluralité. Par ailleurs, nous analysons le sens de la continuité de l'identité personnelle à l'aide du concept de « dialogue intérieur », que nous avons développé dans le cadre de ce projet. Notre revue de la littérature explore l'usage de la notion d'identité multiple. Trois champs de recherche sont examinés : (1) les études sociologiques des identités stables attribuées par les autres ; (2) les études psychologiques des diverses identités dynamiques que la personne s'attribue à elle-même, avec un accent porté sur l'adaptation et la continuité et (3) les études discursives des identités fluides et multiples, définies aussi bien par soi-même que par les autres. À l'issue de cette revue, il apparaît que le troisième champ de recherche est particulièrement fertile pour l'étude de l'identité des personnes en situation de handicap car il transcende la dichotomie entre la normalité et la déviance. Afin d'approfondir notre compréhension de la pluralité et de la continuité des identités personnelles, nous nous appuyons sur le texte souvent cité de Stuart Hall : Who needs identity? (Hall & Du Gay, 1996). Hall propose une théorie de l'identité qui combine les apports des approches discursives à ceux des approches qui se centrent sur la continuité de l'identité personnelle. [Résumé d'auteur]
The objective of this article is to explore the complexity and continuity of self-identities of persons with intellectual disability. This is done by close reading of four life stories. The findings are that intellectually disabled people's self-identities are basically plural and fluid. A fruitful approach to understanding this plurality is given by “positioning theory” developed by Harré & Langenhove. We analyze the subject's sense of continuity in terms of our own concept of “inner dialogue”. Our point of departure is a review of literature with special focus on multiple identities. We distinguish between three strands of knowledge within this field: (1) sociological studies of other-defined, identities, which are hard to change; (2) psychological studies of dynamic, self-defined identities characterized by adaptation and continuity, and (3) discursive studies of fluid and plural self- and other-defined identities. The third strand has contributed significantly to the field of disability studies by transcending the classic dichotomy of normalcy or deviancy (of identity) of persons with intellectual disabilities. In our aim to probe deeper into the issues of plurality and continuity of self-defined identities, we turn to Stuart Hall's noteworthy text: 'Who needs identity?' (Hall & Du Gay, 1996). Hall proposes that a new direction for a theory of identity needs to build on input from discursive studies, but it should also embrace the question of how the subject maintains a sense of personal continuity.
DEFICIENCE INTELLECTUELLE / HANDICAPE MENTAL / IDENTITE / MECANISME DE L IDENTITE / SUEDE
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Article de périodique
INELAND, Jens

Hybrid structures and cultural diversity in welfare services for people with intellectual disabilities. The case of inclusive education and disability arts in Sweden = Structures hybrides et diversité culturelle dans des institutions sociales accueillant des personnes ayant des déficiences intellectuelles. Le cas de l'éducation inclusive et de la création artistique des personnes vivant avec un handicap en Suède

, PER ALT
2016
Alter. European Journal of Disability Research. Revue européenne de recherche sur le handicap, Vol.10, N°4, du 01/11/2016
L'article porte sur les incidences professionnelles et éthiques au sein d'institutions sociales caractérisées par le fait qu'elles ont ce que je nomme une structure hybride. L'article a une visée principalement théorique et la mobilisation d'éléments tirés de recherches empiriques, sur l'éducation inclusive et sur la création artistique des personnes vivant avec un handicap en Suède, vient surtout éclairer les questions théoriques et les thèmes abordés. Les données empiriques sont issues d'entretiens qualitatifs et d'une enquête en ligne. L'article montre que les structures hybrides offrent autant d'opportunités qu'elles présentent de risques, car ce type de structure expose les institutions (sociales) à des ensembles de valeurs et d'attentes très diversifiés. Le domaine de l'éducation inclusive, autant que celui de la création artistique des personnes vivant avec un handicap, est établi sur des logiques institutionnelles antagoniques. Ceci est une source d'ambiguïté professionnelle, dans la mesure où les logiques institutionnelles informent les organisations de ce qui convient au travail quotidien, concernant notamment les méthodes, les ambitions et les relations professionnelles. Un des points intéressants à développer dans de nouvelles recherches serait la manière dont les enseignants et les institutions scolaires, ou les professionnels de la culture qui exercent dans des institutions sociales, prennent en compte le risque pour les personnes ayant des déficiences intellectuelles d'être stigmatisées—à travers un étiquetage, une différenciation, ou des dispositions compensatoires—tout en n'omettant pas que certaines d'entre-elles ont, et auront toujours, des besoins spéciaux liés à une déficience intellectuelle. [Résumé d'auteur]
In this article, I deal with the professional and ethical implications within welfare organizations that are characterized by having what I refer to as a hybrid structure in inclusive education and disability arts in Sweden. The article is predominantly theoretical in its character and excerpts from empirical research are used primarily as illustrations of the theoretical issues and themes addressed. Empirical data was collected using qualitative research interviews and a digital web survey. The article suggests that hybrid structures carry both opportunities and threats, as such structures expose (welfare-) organizations to different sets of values and expectations. Both inclusive education and disability arts are constituted by somewhat antagonistic institutional logics. It is argued that this may cause professional ambiguity, considering that institutional logics inform the organizations about what is appropriate in relation to the daily work, e.g. aims, methods, ambitions, and professional relations. An important implication for further research is how teachers and school organizations, as well as cultural workers within social work organizations, deal with the risk of people with ID being stigmatized—through labelling, differentiation, or compensatory arrangements—without failing to address the fact that some individuals have, and always will have, special needs due to their ID.
CREATION ARTISTIQUE / DEFICIENCE INTELLECTUELLE / EDUCATION INCLUSIVE / ETHIQUE / HANDICAPE MENTAL / STIGMATISATION / SUEDE
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Article de périodique
BERGGREN, Ulrika Jarkesitg/ROWAN, Diana/BERGBACK, Ewa/[et al.]

Disabled students' experiences of higher education in Sweden, the Czech Republic, and the United States – a comparative institutional analysis

, PER DIS
2016
Disability and Society, Vol.31, N°4, du 01/04/2016
Students with disabilities face obstacles in their encounters with higher education. The aim of this study is to investigate how the institutional context shapes students' experiences of unequal opportunities in higher education. In comparing disabled students' experiences from universities in Sweden, the Czech Republic, and the United States, the study makes visible the kind of experiences that students share and how experiences differ between these countries within the global context of higher education. The study has shown that students' possibilities for equal participation are shaped by the institutional context that is based on medical diagnosis and compensation for an inaccessible education. [Résumé d'auteur]
ACCESSIBILITE SCOLAIRE / COMPARAISON INTERNATIONALE / ENSEIGNEMENT SUPERIEUR / ETATS UNIS / ETUDIANT HANDICAPE / REPUBLIQUE TCHEQUE / SCIENCES SOCIALES / SUEDE
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Livre
CIEP

Revue documentaire : École inclusive pour les élèves en situation de Handicap accessibilité, réussite scolaire et parcours individuels

, 371.90 (NUM) CIE R
Paris : CIEP, 2016
http://www.ciep.fr/sites/default/files/atoms/files/inclusion-des-eleves-en-situation-de-handicap-revue-documentaire.pdf
Cette bibliographie a été réalisée pour le Cnesco en prévision de la conférence de comparaisons internationales «L'inclusion des élèves en situation de handicap : accessibilité, réussite scolaire et parcours individuels ». Elle fournit un aperçu de la scolarisation des élèves en situation de handicap en France et à l'international. Le choix [a été fait] de privilégier les publications en français, publiées après 2010 pour la plupart. La première partie porte sur le cadre législatif international. La deuxième partie recense des publications sur la situation des élèves handicapés dans le monde, ainsi que des recommandations internationales et européennes. La troisième partie propose des éléments de repère et de débat sur l'éducation inclusive. La partie suivante s'intéresse aux dispositifs et pratiques dans les pays de l'OCDE, proposant des études transnationales et des études de cas portant sur des pays particuliers. Dans la cinquième partie est proposé un focus sur la formation des enseignants. La dernière partie s'intéresse plus spécifiquement au cas de la France. [Résumé d'auteur]
ALLEMAGNE / BELGIQUE / EDUCATION INCLUSIVE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / ENFANT HANDICAPE / EUROPE / FORMATION DES ENSEIGNANTS / INCLUSION / INCLUSION SCOLAIRE / ITALIE / POLITIQUE EDUCATIVE / PORTUGAL / ROYAUME UNI / SCOLARISATION DES ENFANTS ET ADOLESCENTS HANDICAPES / SUEDE
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