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70 réponses ont été trouvées pour le(s) critère(s) suivant(s) :
IRLANDE
Article de périodique
, Cote :
PER EUR JOU
TIERNAN, Bairbre
Inclusion versus full inclusion: implications for progressing inclusive education
2022
European journal of special needs education
, Vol.
37
, N°
5
, du
01/10/2022
,
p. 882-888
https://www.tandfonline.com/doi/full/10.1080/08856257.2021.1961197
Inclusive education is a contentious concept with opposing opinions on what constitutes inclusion. This paper examines the concept of inclusive education, focusing on the distinction between inclusion and full inclusion, with a view to contributing to the ongoing discussion about the future direction of the Irish educational system. As a result of the 2018 ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), inclusive education in Ireland is at a pivotal juncture. The paper proposes that key to successful development of inclusive education is a pragmatic understanding of full inclusion, which supports the inclusion of students with their peers in the mainstream classroom setting but, critically, does not limit where specialised interventions and supports can occur in the school setting.[Résumé d'auteurs]
EDUCATION INCLUSIVE / ELEVE A BESOINS EDUCATIFS SPECIFIQUES / INCLUSION / IRLANDE
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Article de périodique
, Cote :
PER EUR JOU
RYAN, Amy/MATHEWS, Elizabeth S.
Teacher self-efficacy of primary school teachers working in Irish ASD classes
2022
European journal of special needs education
, Vol.
37
, N°
2
, du
01/04/2022
,
p. 249-263
https://doi.org/10.1080/08856257.2021.1872996
This study investigated the perceived Teacher Self-Efficacy (TSE) of primary school teachers in Ireland who are working in special classes for students with autism. Furthermore, it sought to examine whether these perceptions of TSE were related to special class teaching experience, their engagement in professional development pertaining to autism, and their perceptions of principals' instructional support. An online questionnaire was administered to 139 of these teachers. The findings indicated that participants had a relatively high sense of TSE. Correlation analyses identified statistically significant, positive correlations between the three independent variables and the dependent variable of TSE.
ECOLE PRIMAIRE / EDUCATION INCLUSIVE / EFFICACITE PEDAGOGIQUE / ENSEIGNANT / IRLANDE / SENTIMENT D EFFICACITE PERSONNELLE / TROUBLE DU SPECTRE AUTISTIQUE
Niveau recherche
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Article de périodique
, Cote :
PER DIS
BRID, McAndrew/CARROLL, Clare/O'MALLEY-KEIGHRAN, Mary-Pat
Representations of disabled children and young people in Irish newspapers
2021
Disability and Society
, Vol.
36
, N°
10
, du
01/11/2021
,
p. 1617-1642
Disabled children experience many barriers to inclusion in society. Such barriers include public attitudes, knowledge, and perceptions towards disability. There is a specific gap in the literature examining the representation of disabled children in mass media, especially within an Irish context. Previous research primarily focuses on representations of disabled adults. Eighty-nine Irish broadsheet newspaper articles from a 12-month period were analysed using qualitative content analysis and critical discourse analysis. Although disabled children featured within the discourse, the child's voice was predominantly absent. Reports regarding the lived experience predominantly came from the third person, providing a non-authentic voice of disability in childhood. Articles highlighted some of the challenges faced by children e.g. difficulty in accessing educational placement. Opportunities for disabled children to share their experiences using their preferred communication means offer valuable insights into their lives. Media professionals should be supported in facilitating children to have their voice heard. [Résumé d'auteur]
ANALYSE DE CONTENU / ANALYSE DU DISCOURS / ANALYSE QUALITATIVE / ENFANT HANDICAPE / IRLANDE / JEUNE HANDICAPE / PRESSE / REPRESENTATION DE LA PERSONNE HANDICAPEE
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Article de périodique
, Cote :
PER EUR JOU
GRIFFIN, Claire/BLATCHFORD, Peter
Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence
2021
European journal of special needs education
, Vol.
36
, N°
2
, du
01/05/2021
,
p. 198-214
A significant increase in the paraprofessional workforce has occurred internationally, aimed at facilitating inclusive education. Within Ireland, this is evidenced in the SNA scheme for pupils with significant care needs. This paper focuses on the constructs of SNA support and pupil independence, as based on large-scale research across 20 Irish mainstream primary classes. The study was modelled on Strand 2 Wave 1 of the UK's 'Deployment and Impact of Support Staff' project, involving systematic observations and case studies. Following qualitative and quantitative analysis, findings serve to expand the construct of pupil independence beyond adaptive behaviour to include themes of pupil voice and psychological empowerment. The research also highlights both positive and negative educational practices to support pupil independence including SNA rotation, SNA–pupil proximity and prompting. Results are discussed in light of previous national and international research. Future directions of the SNA scheme are presented, including the potential of scaffolding theory to advance applied practices. Limitations of the research are acknowledged, including implications for research, theory, policy and practice. This research presents as the first Irish study to examine the SNA role using systematic observations, serving to extend existing research on the complex relationship between paraprofessional support and pupil independence. [Résumé d'auteur]
AIDE AUX SOINS / ASSISTANT / AUTONOMIE SCOLAIRE / EDUCATION INCLUSIVE / EDUCATION SPECIALISEE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / INDEPENDANCE / IRLANDE / SOIN
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Article de périodique
, Cote :
PER EUR JOU
ZHAO, Yu/ROSE, Richard/SHEVLIN, Michael
Paraprofessional support in Irish schools: from special needs assistants to inclusion support assistants
2021
European journal of special needs education
, Vol.
36
, N°
2
, du
01/05/2021
,
p. 183-197
Paraprofessional support to enable access to education has developed in differing directions in a range of countries. In Ireland, the role of the special needs assistant has focused on supporting the additional care needs of children with special educational needs to ensure their participation in lessons. The role of the special needs assistant (SNA) was considered crucial as Irish mainstream schools adapted to delivering more inclusive learning environments. Support provision has been recently reconceptualised and within this model special needs assistants are now designated as Inclusion Support Assistants with a very specific care role excluding any teaching activity.
This research draws on data from a longitudinal study of SEN provision with a specific focus on the role of SNAs within Irish schools. Findings indicated that the contribution of special needs assistants was highly valued by education stakeholders. It is suggested that the evolution of the SNA role in Ireland can support schools in adopting a flexible approach to create inclusive learning environments. [Résumé d'auteur]
ASSISTANT / EDUCATION INCLUSIVE / EDUCATION SPECIALISEE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / IRLANDE / SOUTIEN A L INSERTION
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Article de périodique
, Cote :
PER EUR JOU
AINDRIU, S. Nic/DUIBHIR, P. O./TRAVERS, J.
The prevalence and types of special educational needs in Irish immersion primary schools in the Republic of Ireland
2020
European journal of special needs education
, Vol.
35
, N°
5
, du
01/12/2020
,
p. 603-619
Little research exists in relation to the prevalence of special educational needs (SEN) in immersion education throughout the world. Parents are often dissuaded by educational professionals against this form of education and bilingualism for their child if they present with SEN. Nevertheless, some parents still choose to educate their child with SEN through a second language. This study investigated the prevalence and types of special educational needs in Irish immersion primary schools in the Republic of Ireland (RoI). The aim was to establish, (a) the prevalence rate of SEN in these schools for the academic school year 2017/2018, (b) the types of SEN in these schools and their frequency, and (c) how these SEN were distributed by class groupings. A stratified random sample (20%, N = 29) was selected from all Irish immersion primary schools in the RoI (N = 145). These schools completed an anonymous online questionnaire and the data gathered was analysed descriptively and statistically using SPSS. The key findings of the research were that the SEN of pupils in these schools has changed over the last decade. [Résumé d'auteur]
BILINGUISME / ECOLE PRIMAIRE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / IRLANDE / PREVALENCE
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Article de périodique
, Cote :
PER DIS
SCANLON, Geraldine/KAMP, Annelies/COCHRANE, Andy
Transition(s) to work: the experiences of people with disabilities in Ireland
2020
Disability and Society
, Vol.
35
, N°
10
, du
01/10/2020
,
p. 1556-1576
Whilst disability policy in Ireland has advanced in recent years, the under-representation of people with a disability in the workforce continues to be a social and economic challenge. Education and training have been identified as critical factors enabling a move into paid employment yet little is known, in an Irish context, as to the experiences of people living with disabilities as they transition into work. This qualitative study explores the views and perceptions of a diverse group of people with disabilities who are attempting, or have already made, a transition from education or training to work in the context of fluid 21st century labour markets. Key issues identified in the research include self-perceptions of work-readiness, concerns related to disability disclosure and the need for more flexible approaches to work-place accommodations. [Résumé d'auteur]
IRLANDE / PERSONNE HANDICAPEE / POLITIQUE DU HANDICAP / TRANSITION ECOLE TRAVAIL / TRAVAILLEUR HANDICAPE
Niveau recherche
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Article de périodique
, Cote :
PER EUR JOU
MCCONKEY, Roy
The increasing prevalence of school pupils with ASD: insights from Northern Ireland
2020
European journal of special needs education
, Vol.
35
, N°
3
, du
01/08/2020
,
p. 414-424
The rise in prevalence rates of children with ASD is well documented internationally. In the United Kingdom, Northern Ireland has consistently higher rates although the reasons for this are not clear. Using data from the annual school census that is held each year in Northern Ireland, changes in the numbers and prevalence rates of pupils identified by schools as having ASD, were examined over a nine-year period from 2010/11 to 2018/19. Pupils living in areas with greater social deprivation had higher rates of ASD. Similarly pupils attending non-selective secondary schools had higher rates than their peers in grammar schools. In recent years there was an increase in pupils assessed by schools rather than in the formal statementing process. Also more girls were identified as having ASD as were pupils aged eight years and above. The factors associated with increased prevalence rates in Northern Ireland are confirmed by the wider literature. The study illustrates how improved practice and greater equity in supports to schools and pupils with ASD could result from comparative analyses of a total population census that is regularly updated. [Résumé d'auteur]
AUTISME / ELEVE HANDICAPE / IRLANDE / PREVALENCE / RECENSEMENT
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Article de périodique
, Cote :
PER EUR JOU
LEHANE, Paula/SENIOR, Joyce
Collaborative teaching: exploring the impact of co-teaching practices on the numeracy attainment of pupils with and without special educational needs
2020
European journal of special needs education
, Vol.
35
, N°
3
, du
01/08/2020
,
p. 303-317
Education specialists are strongly advocating the use of collaborative teaching (co-teaching) approaches to facilitate the inclusion of pupils with Special Educational Needs (SEN) in mainstream settings. The current study analysed the impact of co-teaching on the numeracy attainment of students in two, mixed-gender Irish primary classes (N = 45; 4th Class: 9–10 years old) where there was a high incidence of SEN (e.g. autism, specific learning difficulties etc.,). After participating in co-taught numeracy classes for seven months, a standardised Mathematics test was administered. These scores were compared to the pupils' scores from the previous year when co-teaching was not the primary mode of instruction. A significant increase in pupils' overall standardised test scores was noted (p = .002). Scores for pupils with SEN in relation to numeracy (n = 12) also experienced a significant increase (p = .032) as did the scores for pupils without SEN (n = 30; p = 0.23). Based on these preliminary results, co-teaching appears to be an effective mode of instruction for meeting the needs of pupils with, and without, SEN in mainstream settings. [Résumé d'auteur]
APPRENTISSAGE COLLABORATIF / ELEVE A BESOINS EDUCATIFS SPECIFIQUES / ENSEIGNEMENT ELEMENTAIRE / INCLUSION SCOLAIRE / IRLANDE / PRATIQUE INCLUSIVE / TRAVAIL COLLABORATIF
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Article de périodique
, Cote :
PER EUR JOU
MCCOY, Selina/SHEVLIN, Michael/ROSE, Richard
Secondary school transition for students with special educational needs in Ireland
2020
European journal of special needs education
, Vol.
35
, N°
2
, du
01/05/2020
,
p. 154-170
The transition from primary to secondary school represents one of the key junctions in the educational career of young people. Research has shown that much of the challenge in this transition stems from changing social structures and encountering different learning environments. However, the transition experiences of students with special educational needs (SEN) have received relatively little attention. Drawing on large-scale longitudinal data from over 7000 young people, we examine the extent to which students with different SEN experience additional transition barriers to their peers. The findings show that young people with SEN are more likely to experience a negative transition to secondary school. Furthermore, the type of need matters and students with general learning disabilities and intellectual disabilities are three times more likely to experience poor transition compared to young people without SEN. Transition experiences also vary by gender and socio-economic status, with girls and lower socio-economic groups more at risk. This paper highlights the importance of supporting students through to their second year in secondary education, promoting positive teacher–student interactions and providing additional supports for those with lower achievement in primary school. For students with disabilities, the research highlights a need for more effective transition supports, particularly during the pre-transition period. [Résumé d'auteur]
ELEVE A BESOINS EDUCATIFS PARTICULIERS / IRLANDE / SOUTIEN SCOLAIRE / TRANSITION ECOLE COLLEGE
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Article de périodique
, Cote :
PER DIS
VAN ASWEGEN, Jennifer
Disabling discourses and charitable model of disability: labour market activation for people with disabilities, Ireland: a critical policy analysis
2020
Disability and Society
, Vol.
35
, N°
3-4
, du
01/04/2020
,
p. 435-459
This study is informed by critical disability studies particularly in the area of labour market activation for disabled people, aimed at capturing the complex intersection between welfare, education and employment policy. The Comprehensive Employment Strategy for People with Disabilities 2015–2024 represents a significant policy event in Irish disability policy-making. It was originally committed to some decades previously when the State's first National Disability Strategy was published. The policy document presents key proposals for addressing the poor participation rates of people with disabilities in employment. Having finally ratified the United Nations Convention on the Rights of People with Disabilities in 2018, the policy represents an important milestone in achieving disability equality and inclusion. Thus, cultural and political understanding of the way in which disability is constituted within the policy-making process is of central importance to this study. On this basis, this article explores the uses of language and the often-paradoxical discourses that saturate this policy, through the lens of critical disability studies, highlighting the tensions and limitations therein. [Résumé d'auteur]
ANALYSE DE DISCOURS / CAPACITE / DROIT DE LA PERSONNE HANDICAPEE / INSERTION PROFESSIONNELLE / IRLANDE / MODELE SOCIAL / POLITIQUE DE L EMPLOI / POLITIQUE DU HANDICAP / POLITIQUE SOCIALE / TRAVAILLEUR HANDICAPE
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Article de périodique
, Cote :
PER ALT
MCCONKEY, Roy
Les perceptions publiques des droits des personnes handicapées : enquêtes nationales dans la République d'Irlande
2020
Alter. European Journal of Disability Research. Revue européenne de recherche sur le handicap
, Vol.
14
, N°
2
, du
01/06/2020
,
p. 128-139
Depuis 2006, trois enquêtes représentatives au niveau national ont évalué en Irlande la perception dans la population générale de trois droits inhérents à la CIDPH (Convention internationale des droits des personnes handicapées) : accès aux écoles ordinaires, à la vie sexuelle et à la parentalité. Trois questions sont posées dans le présent document : les Irlandais considèrent-ils que les personnes ont les mêmes droits, quelles que soient leurs déficiences ? Soutiennent-ils certains droits des personnes handicapées plus que d'autres ? En 2017, comment la perception des droits a-t-elle évolué en Irlande ? Le public irlandais est plus favorable aux droits des personnes handicapées physiques et sensorielles qu'à ceux des personnes ayant des déficiences cognitives ou émotionnelles. Il est également plus sensible au droit à l'épanouissement sexuel qu'à celui de l'accès à l'école. En 2017, il apparaît que les perceptions des Irlandais relatives aux droits des personnes handicapées ont évolué favorablement, en particulier pour ceux des personnes souffrant de troubles de santé mentale. Un suivi de la perception du public à l'échelle nationale contribuerait à éclairer les efforts de plaidoyer et de sensibilisation nécessaires pour faire du public irlandais un allié dans la réalisation des objectifs de la Convention. [Résumé d'auteur]
DROIT A L EDUCATION / DROIT DE LA PERSONNE HANDICAPEE / EGALITE DES DROITS / IRLANDE / PERCEPTION D AUTRUI / PERCEPTION SOCIALE / REPRESENTATION DE LA PERSONNE HANDICAPEE / SEXUALITE
Niveau recherche
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Livre
, Cote :
373.4 INC V
Incluvet (European Union)/Jugend am Werk Steiermark (Autriche)
Vadémécum pour les tuteurs en entreprise
Pour une formation professionnelle inclusive : une approche méthodologico-pratique innovante et coopérative entre formateurs, entreprises et personnes avec difficultés d'apprentissage : projet n°2017-1-IT01-KA202-006162
European Union : Incluvet
,
2019
54 p. ; 30 cm
http://www.incluvet.eu/pdf/IO3_Vademecum_Mentors-in-companies_FR_final%202%20REV.pdf
L'objectif du projet européen Incluvet, auquel a participé l'INSHEA, est de fournir des approches et des méthodologies innovantes à l'ensemble des professionnels qui accompagnent des jeunes en difficulté d'apprentissage dans les établissements de formation et les entreprises. La focale est mise sur la formation des enseignants et des professionnels travaillant avec les personnes en situation de handicap afin de rendre la formation professionnelle plus orientée vers un emploi futur. Cette publication, troisième outil du projet, est destinée aux tuteurs en entreprise accueillant en stage des jeunes en difficulté d'apprentissage. Des exemples issus de différents pays sont présentés (Italie, Espagne, Pologne, France, Royaume-Uni, Autriche). Ce vadémécum contient des outils et des informations pratiques pour favoriser la réussite du stage pour l'étudiant comme pour l'entreprise.
AIDE A L INSERTION PROFESSIONNELLE DES PERSONNES HANDICAPEES / APPRENTISSAGE PROFESSIONNEL / AUTOEVALUATION / AUTRICHE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / ENCADREMENT PEDAGOGIQUE / ESPAGNE / EVALUATION / FORMATION DE FORMATEUR / FORMATION DES ENSEIGNANTS SPECIALISES / FRANCE / HANDICAPE MENTAL / HANDICAPE MOTEUR / HANDICAPE SENSORIEL / INSERTION PROFESSIONNELLE / IRLANDE / ITALIE / LYCEE PROFESSIONNEL / METHODE D APPRENTISSAGE / OUTIL PEDAGOGIQUE / POLOGNE / RELATION ECOLE ENTREPRISE / ROYAUME UNI / STAGE DE FORMATION PROFESSIONNELLE / STAGE EN ENTREPRISE / TROUBLES SPECIFIQUES DES APPRENTISSAGES
Niveau licence et master
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Livre
, Cote :
373.4 INC P
Incluvet (European Union)
Promouvoir l'inclusion dans l'apprentissage basé sur le travail : programme de formation pour le personnel de la formation professionnelle au contact des jeunes en difficulté d'apprentissage
Projet n°2017-1-IT01-KA202-006162
European Union : Incluvet
,
2017
59 p. ; 30 cm
http://www.incluvet.eu/pdf/IO2-incluvet-training-curriculum_full_FR%2030-4.pdf
L'objectif du projet européen Incluvet, auquel a participé l'INSHEA, est de fournir des approches et des méthodologies innovantes à l'ensemble des professionnels qui accompagnent des jeunes en difficulté d'apprentissage dans les établissements de formation et les entreprises. La focale est mise sur la formation des enseignants et des professionnels travaillant avec les personnes en situation de handicap afin de rendre la formation professionnelle plus orientée vers un emploi futur. Cette publication, second outil du projet, est dédiée à la mise en oeuvre de stages de formation visant à apporter des compétences au personnel, enseignants et formateurs VET (Vocational Education and Training) impliqués dans la planification et la mise en oeuvre de parcours d'apprentissage aux niveaux national et européen pour les jeunes en difficulté d'apprentissage.
AIDE A L INSERTION PROFESSIONNELLE DES PERSONNES HANDICAPEES / APPRENTISSAGE PROFESSIONNEL / ATELIER PROTEGE / AUTOEVALUATION / AUTRICHE / COMMUNICATION / ELEVE A BESOINS EDUCATIFS PARTICULIERS / EMPLOI ACCOMPAGNE / ENCADREMENT PEDAGOGIQUE / ENSEIGNEMENT SECONDAIRE / ESPAGNE / EVALUATION / FORMATION DE FORMATEUR / FORMATION DES ENSEIGNANTS SPECIALISES / FORMATION DES PERSONNELS DE L EDUCATION / FRANCE / HANDICAPE MENTAL / HANDICAPE MOTEUR / HANDICAPE SENSORIEL / INSERTION PROFESSIONNELLE / IRLANDE / ITALIE / LYCEE PROFESSIONNEL / METHODE D APPRENTISSAGE / OUTIL PEDAGOGIQUE / POLOGNE / RELATION ECOLE ENTREPRISE / STAGE DE FORMATION PROFESSIONNELLE / TROUBLES SPECIFIQUES DES APPRENTISSAGES
Niveau licence et master
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Livre
, Cote :
373.4 INC G
Incluvet (European Union)
Guide pédagogique Incluvet pour la formation du personnel travaillant directement avec des jeunes en difficulté d'apprentissage : IO1
Pour une formation professionnelle inclusive : une approche méthodologico-pratique innovante et coopérative entre formateurs, entreprises et personnes avec difficultés d'apprentissage : projet n°2017-1-IT01-KA202-006162
European Union : Incluvet
,
2017
29 p. ; 30 cm
L'objectif du projet européen Incluvet, auquel a participé l'INSHEA, est de fournir des approches et des méthodologies innovantes à l'ensemble des professionnels qui accompagnent des jeunes en difficulté d'apprentissage dans les établissements de formation et les entreprises. La focale est mise sur la formation des enseignants et des professionnels travaillant avec les personnes en situation de handicap afin de rendre la formation professionnelle plus orientée vers un emploi futur. Ce guide est le premier outil du projet. Il présente de manière synthétique les modalités d'organisation et de mise en oeuvre des processus pédagogiques au contact des jeunes en difficulté d'apprentissage afin de les soutenir pendant l'apprentissage et le stage. Il repose sur l'examen des besoins réels et des lacunes de compétences des enseignants/personnels VET (Vocational Education and Training) chargés de soutenir les jeunes en difficulté d'apprentissage pendant le stage, dans chaque pays partenaire (Italie, Autriche, Espagne, France, Pologne, Irlande).
AIDE A L INSERTION PROFESSIONNELLE DES PERSONNES HANDICAPEES / APPRENTISSAGE PROFESSIONNEL / ATELIER PROTEGE / AUTRICHE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / EMPLOI ACCOMPAGNE / ENCADREMENT PEDAGOGIQUE / ENSEIGNEMENT SECONDAIRE / ESPAGNE / FORMATION DES ENSEIGNANTS SPECIALISES / FORMATION DES PERSONNELS DE L EDUCATION / FRANCE / HANDICAPE MENTAL / HANDICAPE MOTEUR / HANDICAPE SENSORIEL / INSERTION PROFESSIONNELLE / IRLANDE / ITALIE / LYCEE PROFESSIONNEL / METHODE D APPRENTISSAGE / OUTIL PEDAGOGIQUE / POLOGNE / STAGE DE FORMATION PROFESSIONNELLE / TROUBLES SPECIFIQUES DES APPRENTISSAGES
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Article de périodique
, Cote :
PER DIS
O'BYRNE, Clara/MULDOON, Orla
The construction of intellectual disability by parents and teachers
2019
Disability and Society
, Vol.
34
, N°
1
, du
01/01/2019
,
p. 46-67
This study examines how disability is constructed by significant adults in the lives of young people with intellectual disability. Specifically, we are examined how parents of those affected by intellectual disability and teachers in special schools construct intellectual disability in talk. Using focus group interviews, we examined whether stigma might be recreated or sustained within the family and school settings of those affected by intellectual disability. Parents and school staff constructed disability as negative, articulating difference from 'the norm', which was claimed to drive social isolation for affected young people. There was also evidence that parents and teachers attributed less agency to young people affected by intellectual disability. Discussion orients to how parents and teachers, see themselves as advocates for those with intellectual disability highlight, whilst at the same time recreating pervasive and subtle distinctions between children with and without intellectual disability. [Résumé d'auteur]
DEFICIENCE INTELLECTUELLE / EDUCATION SPECIALISEE / ENSEIGNANT / HANDICAPE MENTAL / IRLANDE / PARENT D ENFANT HANDICAPE / REPRESENTATION DE LA PERSONNE HANDICAPEE / REPRESENTATION SOCIALE / STIGMATISATION
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Article de périodique
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PER DIS
SCHWARTZ, Michael A./ELDER, Brent C.
Deaf access to justice in Northern Ireland : rethinking "Reasonable Adjustment" in the Disability Discrimination Act
2018
Disability and Society
, Vol.
33
, N°
7
, du
01/08/2018
,
p. 1003-1024
This article provides findings of a qualitative study exploring the interactions of eight Deaf participants and one hearing ally with the justice system in Northern Ireland, where the Disability Discrimination Act requires solicitors to make 'reasonable adjustments' in order to provide effective access to Deaf clients. Three thematic categories emerged: (a) barriers to accessing justice, (b) work Deaf people do for access, and (c) the need to educate solicitors about access. A central strain ran through these themes: the idea that 'reasonable adjustment' must reflect the value of sign language interpreters in facilitating effective communication access for all the parties. [Résumé d'auteur]
ACCES AU DROIT / HANDICAPE AUDITIF / INTERPRETE EN LANGUE DES SIGNES / IRLANDE / JUSTICE / LEGISLATION / SOURD
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Article de périodique
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CASSERLY, Ann-Marie/PADDEN, Aileen
Teachers' views of co-teaching approaches in addressing pupils with special educational needs (SEN) in multi-grade classrooms
2018
European journal of special needs education
, Vol.
33
, N°
4
, du
01/10/2018
,
p. 555-571
This study focused on primary teachers' views of co-teaching approaches in addressing the learning needs of pupils with special educational needs (SEN) in multi-grade classrooms in Irish primary schools. A case study incorporating a mixed methods approach was chosen. Views of 22 multi-grade and special education teachers (SET) were ascertained through self-administered questionnaires and semi-structured interviews. The findings indicate that while teachers believe the learning needs of pupils with SEN can be met through co-teaching approaches, the withdrawal of pupils for supplementary support remains the dominant approach. Teachers indicate that they would prefer a combination of withdrawal and in-class support as opposed to choosing one approach over the other. Teachers refer to the challenges posed by co-teaching in delivering instruction for pupils with SEN including planning time, teaching personalities and teaching styles in the multi-grade context. When co-teaching does occur, the most common form used is station teaching. The data demonstrate that teachers lack a clear understanding of the various in-class approaches available and what exactly they entail, and point to teachers' desire for continuing professional development (CPD) specific to co-teaching [Résumé d'auteur]
CLASSE A PLUSIEURS COURS / COOPERATION ENTRE ENSEIGNANTS / ECOLE PRIMAIRE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / IRLANDE / PRATIQUE ENSEIGNANTE
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BANKS, Joanne/MCCOY, Selina/FRAWLEY, Denise
One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools
2018
European journal of special needs education
, Vol.
33
, N°
3
, du
01/01/2018
,
p. 396-411
Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN. Despite this commonly held view, there is increasing evidence to show that children with SEN have difficulties participating in mainstream environments. Using data from the Growing Up in Ireland study of 8,578 nine year olds, this paper examines whether peer relations differ among typically developing students and students with different types of SEN. We focus on the quantity and quality of peer relations using data on the child's number of friends and, using the Strengths and Difficulties Questionnaire, the quality of relations with their peers. These measures are examined by controlling for a range of individual, home and school-level factors simultaneously in a regression model. Our findings show that, all else being equal, students with SEN, particularly those with emotional and behavioural difficulties (EBD), are more likely to have fewer friends and experience negative peer relationships compared to their peers without any additional needs. Based on these findings, we argue that specific interventions may be needed to promote positive peer experiences for children with SEN in mainstream education. [Résumé d'auteur]
EDUCATION INCLUSIVE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / IRLANDE / RELATION ENFANT ENFANT HANDICAPE / RELATION ENTRE PAIRS / RELATION SOCIALE / SCOLARISATION DES ENFANTS ET ADOLESCENTS HANDICAPES / SCOLARISATION EN MILIEU ORDINAIRE
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Livre
, Cote :
331.59 FIP E
BLANC, Pierre/GUEVEL, Marie-Renée/VELCHE, Dominique
,
FONDS POUR L'INSERTION DES PERSONNES HANDICAPEES DANS LA FONCTION PUBLIQUE (Paris, France)
L'emploi des personnes en situation de handicap en Europe : qui fait quoi ? Et comment ?
Lyon : Chronique sociale
,
2018
191 p. 18 cm
Les lois de 1987 et de 2005 ont posé les jalons de la politique du handicap en France et ont créé des fonds privés et publics (Agefiph, FIPHFP) qui accompagnent l'insertion socioprofessionnelle des personnes en situation de handicap. Le premier objectif de cet ouvrage est d'outiller la réflexion des acteurs de cette politique en leur permettant de mieux situer le modèle français parmi les différentes options prises en Europe. Le second objectif, consiste à alimenter la réflexion stratégique des acteurs sociaux et associatifs. Les éléments suivants sont abordés : les orientations éthiques, politiques et méthodologiques internationales ; l'interprétation des normes internationales par les pays européens ; les mécanismes de reconnaissance du handicap au regard de l'emploi ; les outils de politique publique mis à disposition des personnes en situations de handicap et des employeurs ; la place du travail protégé. [Résume d'éditeur]
AGEFIPH / ALLEMAGNE / EMPLOI / EMPLOI ACCOMPAGNE / EMPLOI PROTEGE / FIPHFP / FRANCE / INSERTION PROFESSIONNELLE / IRLANDE / MAINTIEN DANS L EMPLOI / PAYS BAS / POLITIQUE DE L EMPLOI / PREMIER EMPLOI / SLOVAQUIE / SUEDE / TRAVAIL PROTEGE / UNION EUROPEENNE
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Article de périodique
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O'BYRNE, Clara/MULDOON, Orla D.
Changes in domain specific self-perception amongst young people with intellectual disability: a longitudinal study
2018
European journal of special needs education
, Vol.
33
, N°
1
, du
01/02/2018
,
p. 59-72
This study examines the changes that occur in multidimensional self-concept of adolescents with a diagnosis of intellectual disabilities, across gender and category of intellectual disability (borderline, mild, moderate) groups. A sample of 54 young people completed the Harter Self-Perception Profile. Using a three-wave longitudinal study conducted during their first year in a segregated special second-level school, stability and change in multiple domains of self-perception were examined. Findings indicate that gender and level of cognitive function are important variables in changes in self-perception across time, highlighting the heterogeneous nature of the special school population. [Résumé d'auteur]
ADOLESCENT HANDICAPE / DEFICIENCE INTELLECTUELLE / HANDICAPE MENTAL / IRLANDE / PERCEPTION DE SOI
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Article de périodique
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KERINS, Pauline/CASSERLY, Ann Marie/DEACY, Evelyn/HARVEY, Deirdre/MCDONAGH, Dolores/TIERNAN, Bairbe
The professional development needs of special needs assistants in Irish post-primary schools
2018
European journal of special needs education
, Vol.
33
, N°
1
, du
01/02/2018
,
p. 31-46
According to government policy in Ireland, special needs assistants (SNAs) may be employed in post-primary schools to support students deemed to have chronic and serious care needs. There is currently no national policy regarding the continuing professional development (CPD) of SNAs, to meet the requirements of their role. This study investigated the CPD needs of SNAs, working in post-primary schools, in the Border, Midland and Western region of Ireland. Findings from a survey of SNAs and principals revealed that while the majority agreed CPD for SNAs should be compulsory, an ad hoc approach to provision of CPD prevailed, and barriers to CPD were identified. Findings also indicated that CPD in supporting students with Emotional and Behaviour Disorders was a key requirement identified by principals and SNAs. Supporting students with Autism Spectrum Disorder and promoting student independence were also identified as areas for CPD. The need for a national policy with regard to CPD for SNAs is highlighted. [Résumé d'auteur]
DIFFICULTE COMPORTEMENTALE / EDUCATION INCLUSIVE / ENSEIGNEMENT SECONDAIRE / FORMATION DES ENSEIGNANTS SPECIALISES / INCLUSION SCOLAIRE / IRLANDE / SCOLARISATION DES ENFANTS ET ADOLESCENTS HANDICAPES / TROUBLE DE L EMOTION / TROUBLE DU COMPORTEMENT
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Article de périodique
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MC KEON, David
Emotional and behavioural difficulties: the effects of structures, ethos and understandings on provision in Irish post-primary schools
2017
European journal of special needs education
, Vol.
32
, N°
2
, du
01/05/2017
,
p. 221-237
Emotional and behavioural difficulties (EBD) in mainstream schools in Ireland attract much attention and significant resources, yet little research has been conducted in the Irish context about how this concept is understood by practitioners, what influences that understanding nor how that influences provision in schools. This paper is based on the findings of a study which investigated these issues among principals, special education teachers and guidance counsellors in mainstream post-primary schools, employing questionnaires (n = 36) and semi-structured interviews (n = 10). Several themes are presented regarding how EBD is conceptualised and responded to. The findings of the study suggest definitions of EBD appear to focus mostly on intrapersonal characteristics of students and suggest a resignation in the attitude of practitioners. The effectiveness of behaviour policies is ambiguous due to an imperative to produce written policies in many areas, traditional views of the homogeneity of the school population and a tendency to rely on SEN policy to address EBD issues. Responses to EBD vary considerably. Responsibility for most aspects of the school experience of students presenting with EBD appears to rest predominantly with special education teachers, even where there is access to guidance counsellors. Gender impacts on several of these issues, particularly in the type of language used in schools when discussing EBD. [Résumé d'auteur]
EDUCATION INCLUSIVE / ENSEIGNANT SPECIALISE / ENSEIGNEMENT SECONDAIRE / GENRE / INCLUSION SCOLAIRE / IRLANDE / TROUBLE DU COMPORTEMENT
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Article de périodique
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MURPHY, Esther
Responding to the needs of students with mental health difficulties in higher education: an Irish perspective
Postsecondary Educational Opportunities for Students with Special Education Needs. [Dossier]
2017
European journal of special needs education
, Vol.
32
, N°
1
, du
01/02/2017
,
p. 110-124
This article presents findings from a recent national study supported by Association for Higher Education Access & Disability and the National Learning Network (2016) to investigate the experiences of students with mental health difficulties in higher education in Ireland. The data investigation was a combination of both survey and qualitative research activities. A total of 22 out of 28 Higher Education Institutions (HEIs) in Ireland participated in a national survey. In addition 14 students and 11 professionals participated in focus groups and semi-structured one-to-one interviews. This article focuses on the qualitative data collected. While the topic of the needs of students with mental health difficulties is an under-researched area in Ireland, this study does recognise and build on recent work both nationally and internationally. The study demonstrates the benefits of a whole campus approach to meeting the needs of students with mental health difficulties combined with specialised supports. It recommends that that individual HEIs review existing policies and practices for students with mental health difficulties.[Résumé d'auteur]
EDUCATION INCLUSIVE / ETUDIANT HANDICAPE / HANDICAPE PSYCHIQUE / IRLANDE / TROUBLE MENTAL
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BELL, Sheena/DEVECCHI, Cristina/SHEVLIN, Michael
Making the transition to post-secondary education: opportunities and challenges experienced by students with ASD in the Republic of Ireland
Postsecondary Educational Opportunities for Students with Special Education Needs. [Dossier]
2017
European journal of special needs education
, Vol.
32
, N°
1
, du
01/02/2017
,
p. 54-70
Internationally there are increasing numbers of young people on the ASD spectrum attending higher education. Early transition planning is essential and students with ASD often require support to articulate their post-school educational goals and actively participate in transition planning meetings. Services within higher education are primarily designed to provide academic supports however, non-academic supports may be an even more crucial factor in enabling successful transitions for young people on the ASD spectrum who often experience heightened anxiety within an unfamiliar environment. Within this paper, the results of a small-scale exploratory study of the transition experiences of six young people on the ASD spectrum to post-secondary education will be shared. There was limited evidence that transition planning had been initiated as a formal process for the six students. Accessing support in higher education proved to be a complex process for some students who required sustained input from parents to ensure that they would utilise the supports available. Encouraging the development of self-determination skills, a key predictor of success in higher education, needs to begin in secondary school. It is anticipated insights from this study can contribute to the development of an embedded infrastructure to support effective transitions for students with ASD to post-secondary education. [Résumé d'auteur]
AUTISME / EDUCATION INCLUSIVE / ETUDIANT HANDICAPE / IRLANDE / TROUBLE DU SPECTRE AUTISTIQUE
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Article de périodique
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MCCARTHY, Patricia/SHEVLIN, Michael
Opportunities and challenges in secondary education for blind/vision-impaired people in the Republic of Ireland
2017
Disability and Society
, Vol.
32
, N°
7
, du
01/08/2017
,
p. 1007-1026
https://doi.org/10.1080/09687599.2017.1337564
Until comparatively recently blind/vision-impaired young people were generally assigned to particular education settings based on their impairment. Restructuring of the education system commenced in the Republic of Ireland in the 1990s, resulting in significant changes in special education including a language of inclusive education within policy initiatives. In the research upon which this article is based, the educational experiences of blind/vision-impaired people, the factors that impacted on these experiences and how these facilitated or inhibited their future opportunities were the primary foci for the study. This article explores the themes of how the post-primary school curriculum was experienced by blind/vision-impaired students and their future expectations and aspiration. In terms of policy development and practice, it is paramount to ensure both effective curriculum participation and transition opportunities are enabled rather than disabled for these students. [Résumé d'auteur]
ACCOMPAGNANT DES ELEVES EN SITUATION DE HANDICAP / AMBLYOPE / AVEUGLE / DEFICIENCE VISUELLE / EDUCATION INCLUSIVE / ENSEIGNEMENT SECONDAIRE / HANDICAPE VISUEL / INCLUSION SCOLAIRE / IRLANDE / MALVOYANT / MATHEMATIQUE / ORIENTATION SCOLAIRE ET PROFESSIONNELLE
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Article de périodique
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SPASSIANI, Natasha A./O MURCHADHA, Noel/CLINCE, Maria/[et al.]
Likes, dislikes, supports and barriers: the experience of students with disabilities in university in Ireland
2017
Disability and Society
, Vol.
32
, N°
6
, du
01/07/2017
,
p. 892-912
There are more students with disabilities going to college than ever before. It is important that colleges understand the experiences of students with disabilities when in university. This research project was carried out by 12 students with intellectual disabilities who are enrolled in an Irish university, under the guidance of their lecturers. The project looked at four research questions: (1) what do we like about going to college; (2) what do we dislike about going to college; (3) what supports do students with disabilities experience to participation in college; and (4) what barriers do students with disabilities experience to participation in college? The results show many interesting findings about what students with disabilities experience in college and this information can be used to help colleges better support students with disabilities. [Résumé d'auteur]
ACCOMPAGNEMENT / DEFICIENCE INTELLECTUELLE / EDUCATION INCLUSIVE / ETUDIANT HANDICAPE / HANDICAPE MENTAL / IRLANDE / SOUTIEN / UNIVERSITE
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Article de périodique
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FLYNN, Susan
Perspectives on austerity: the impact of the economic recession on intellectually disabled children
2017
Disability and Society
, Vol.
32
, N°
5
, du
01/06/2017
,
p. 678-700
In 2008, the Republic of Ireland descended into the deepest period of economic recession since the Great Depression of 70 years before. In the aftershock of recession, research suggests that it has been the nation's children who have been hit hardest. Within this, intellectually disabled children are considered a particularly vulnerable socio-economic group. Nonetheless, the impact and experience of the recession for intellectually disabled children has received little specific attention within policy and literature, and as a consequence remains poorly understood. This article aims to expand upon discussions by drawing out a number of key themes through a review of the relevant literature. Lessons learned from the review are then used to inform a discussion around policy implications. It is suggested that better pathways to justice and an improved presence of the voices of intellectually disabled children, and their families, at a macro-political level are required moving forward. [Résumé d'auteur]
APPROCHE SOCIO-ECONOMIQUE / DEFICIENCE INTELLECTUELLE / ENFANT HANDICAPE / ENVIRONNEMENT SOCIOCULTUREL / HANDICAPE MENTAL / IRLANDE / POLITIQUE PUBLIQUE
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CAREY, Eileen/GRIFFITHS, Colin
Recruitment and consent of adults with intellectual disabilities in a classic grounded theory research study: ethical and methodological considerations
2017
Disability and Society
, Vol.
32
, N°
2
, du
01/02/2017
,
p. 195-212
Researchers are required to provide opportunities for people with intellectual disabilities to be included in research which affects their lives. This paper reports on one research study inclusive of 12 adults with intellectual disabilities. Ethical and methodological realities of recruiting research participants and obtaining informed consent while enlisting a classic grounded theory methodology are discussed. The findings of this paper focus on building and maintaining trusting relationships with relevant gatekeepers and engaging in reasonable accommodations to support decision-making for and with adults with intellectual disabilities. This paper contributes to an understanding of how to apply for ethical approval, negotiate access to potential participants, enlist reasonable accommodations and obtain informed consent in the context of the methodological strictures of classic grounded theory methodology. Research projects need to be carefully planned making space for the development of empathic relationships with both the potential participants and also with the structures and services supports. [Résumé d'auteur]
CONSENTEMENT / DEFICIENCE INTELLECTUELLE / ETHIQUE / HANDICAPE MENTAL / IRLANDE / METHODOLOGIE DE LA RECHERCHE / RECHERCHE PARTICIPATIVE
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Article de périodique
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MC LINDEN, Mike/MC CRACKEN Wendy
Review of the visiting teachers service for children with hearing and visual impairment in supporting inclusive educational practice in Ireland : examining stakeholder feedback through an ecological systems theory
2016
European journal of special needs education
, Vol.
31
, N°
4
, du
01/11/2016
,
p. 472-488
In line with recent developments in inclusive practice in Ireland, children with sensory needs are increasingly educated in mainstream rather than specialist provision. Educational supports are provided by a range of practitioners and include input from the visiting teachers service for children with hearing and visual impairment. This paper reports on findings from the first national review of the service. The review process included desktop research, meetings with a range of key stakeholders as well as a national invitation for written submissions (n = 1372). The findings serve to illustrate the multi-faceted nature of the role of the specialist teachers who work in the service and the range of influences that impact on their work in facilitating inclusive educational practice. To support a holistic analysis of their role, an ecological systems theory is drawn upon as a lens through which to examine the inclusive educational 'supports' identified within the review. Mapping the array of educational supports onto an ecological systems theory enables an appreciation of the multiple sources of influence and interconnections in relation to the role. The paper has significance for service providers seeking a theoretical framework that affords potential for comparison of activities across professional roles, settings and contexts.
AVEUGLE / EDUCATION INCLUSIVE / ENSEIGNANT SPECIALISE / EUROPE / HANDICAPE AUDITIF / HANDICAPE SENSORIEL / HANDICAPE VISUEL / INCLUSION SCOLAIRE / IRLANDE / RECHERCHE / SOURD
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