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272 réponses ont été trouvées pour le(s) critère(s) suivant(s) :
ROYAUME UNI
Article de périodique
HEWETT, Rachel/DOUGLAS, Graeme/MCLINDEN, Mike/[et al.]
Development of a new curriculum framework for children and young people with vision impairment: A United Kingdom consultation using the Delphi approach
2024
The British Journal of Visual Impairment
, Vol.
42
, N°
1
, du
01/01/2024
,
p. 3-17
https://doi.org/10.1177/02646196231157168
This article presents the research and development that underpins the Curriculum Framework for Children and Young People with Vision Impairment (CFVI): a new unifying framework that outlines the breadth of support that should be received by children and young people with vision impairment (CYPVI) in the United Kingdom (UK). The study used the Delphi method as a systematic process of participatory consultation with key stakeholders. Three rounds of consultation took place with a panel of 48 participants including young people, parents, professionals, and professional training providers. This process resulted in the agreed 11 curriculum areas of the CFVI with high levels of agreement and satisfaction among participants. The development of the CFVI responds to established evidence of the distinctive challenges to learning associated with childhood vision impairment, and the importance of addressing these through targeted intervention approaches. Drawing on a dual model of access ('access to learning' and 'learning to access'), the framework acknowledges that these approaches should promote inclusive education by balancing universal inclusive practice with specialist skills-based interventions. Such an approach captures 'what matters' to the field of vision impairment education – ensuring fair access to a shared curriculum and education system while developing the specialist skills to develop personal agency and increase independence. The article is original in reporting on the development of the first curriculum framework for CYPVI in the UK. The CFVI was launched in March 2022 and provides clarity about what should be taught, when, and by whom. The CFVI promises a transformative contribution to UK policies and practice in ensuring CYPVI and their families will more easily be able to navigate complex education systems and secure equitable access to the services to which they are entitled.
DEFICIENCE VISUELLE / EDUCATION INCLUSIVE / ENFANT HANDICAPE / ENQUETE / PROSPECTIVE / ROYAUME UNI
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TANSLEY, Roseanna/PARSONS, Sarah/KOVSHOFF, Hanna
How are intense interests used within schools to support inclusion and learning for secondary-aged autistic pupils? A scoping review
2022
European journal of special needs education
, Vol.
37
, N°
3
, du
01/04/2022
,
p. 477-493
https://doi.org/10.1080/08856257.2021.1911520
Approximately 1.3% (42,555 pupils) of secondary school pupils in England are autistic and there are numerous reports of poor academic and social experiences among this group. The intense interests that form part of an autism diagnosis relate to an increased focus on specific topics or objects and are reported to positively impact learning when effectively embedded into teaching. However, there is very little research into how interests may be used to support learning in secondary schools and little analysis of whether the utilisation of intense interests is conceptualised and implemented as an inclusive practice. This scoping review explored how intense interests are used to support the learning of autistic adolescents and provides a conceptual analysis of the six papers identified, all from the United States. Three applications of intense interests were reported: power cards, lunch clubs and responding to joint attention. A within-child, deficit-focused perspective was consistent throughout all papers, with the aim being to improve the 'appropriate' target behaviour of autistic children. There is limited research overall, and so further research is needed to examine how intense interests can be implemented in practice in more inclusive ways.
ADOLESCENT / APPRENTISSAGE / EDUCATION INCLUSIVE / PRATIQUE ENSEIGNANTE / ROYAUME UNI / TROUBLE DU SPECTRE AUTISTIQUE
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COOK, Anna/OGDEN, Jane
Challenges, strategies and self-efficacy of teachers supporting autistic pupils in contrasting school settings: a qualitative study
2022
European journal of special needs education
, Vol.
37
, N°
3
, du
01/04/2022
,
p. 371-385
https://doi.org/10.1080/08856257.2021.1878659
There is general support among teachers for inclusion of children with special educational needs, but many lack the confidence and knowledge to support autistic pupils. This can have an adverse effect on their education. Previous studies have explored the attitudes of teachers towards inclusion, but less is known about the experiences of teachers from contrasting school settings regarding autistic pupils. Semi-structured interviews were conducted with twelve teachers from mainstream and special schools. Questions explored the school provision for autistic pupils, including strategies relating to their learning, friendships, bullying and general inclusion. Thematic analysis identified themes describing teachers' challenges supporting autistic children, strategies they adopt to facilitate achievement and the influence of factors such as staff training/expertise, educational ideology, attitudes and the physical environment. Overall, it is argued that, besides the structural differences between mainstream and special schools, there remain a number of additional factors impacting teachers' sense of self-efficacy. These are discussed in relation to recent research perspectives advocating an inclusive educational pedagogy.
EDUCATION INCLUSIVE / EDUCATION SPECIALISEE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / EXPERIENCE PROFESSIONNELLE / PRATIQUE ENSEIGNANTE / ROYAUME UNI / SENTIMENT D EFFICACITE PERSONNELLE / TROUBLE DU SPECTRE AUTISTIQUE
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TOMLINSON, Carla/BOND, Caroline/HEBRON, Judith
The mainstream school experiences of adolescent autistic girls
2022
European journal of special needs education
, Vol.
37
, N°
2
, du
01/04/2022
,
p. 323-339
https://doi.org/10.1080/08856257.2021.1878657
Research into the school experiences of autistic adolescents tends to utilise predominantly male samples, effectively neglecting the views of autistic girls. This study explores the perspectives of three autistic girls attending a mainstream secondary school recognised for its good autism practice. Semi-structured interviews were conducted with the girls, their mothers and a therapeutic member of staff at the school. Findings highlight the unique experiences of secondary school and common challenges including anxiety resulting from sensory issues and inconsistencies in staff understanding of individual need. Implications for practice include ensuring effective sharing of information about individual needs and specialised support for developing social skills, to enable autistic girls to navigate the complexity of female friendships during adolescence.
ADOLESCENCE / ENSEIGNEMENT SECONDAIRE / EXPERIENCE SCOLAIRE / FILLE / ROYAUME UNI / TROUBLE DU SPECTRE AUTISTIQUE
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BOYLE, Paul/VUOSKOSKI, Pirjo/STEW, Graham
Transitioning from adolescence to adulthood for young people living with cerebral palsy: a meta-ethnography
2022
Disability and Society
, Vol.
37
, N°
1-2
, du
01/02/2023
,
p. 231-249
Transitioning from adolescence to adulthood appears to be a challenging period for young people living with cerebral palsy. The aim of this review was to highlight the challenges that might be experienced during this period. A systematic search of the literature and meta-ethnographic review examined seven qualitative research papers providing a detailed synthesis in the form of three domains summarised as 'meaningful preparation for transition', 'becoming empowered', and, 'overcoming vulnerability'. These inform a discussion which shows that adolescents living with cerebral palsy are not prepared adequately for adult life. Examination of the literature stimulates curiosity as to the nature of living with cerebral palsy whilst transitioning from adolescence to adulthood. No studies have been carried out exploring this experience in the UK and lifeworld research to inform policy and practice in this area is recommended.
AUTONOMIE / INFIRMITE MOTRICE CEREBRALE / PARALYSIE CEREBRALE / ROYAUME UNI / VULNERABILITE
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Article de périodique
WOOLLVEN, Marianne
Diagnostiquer les difficultés scolaires. Étude des outils et des processus diagnostiques de la dyslexie en France et au Royaume-Uni
2021
Sociologie
, Vol.
12
, N°
3
,
p. 285-302
La dyslexie, ou trouble spécifique des apprentissages avec déficit de la lecture, est définie dans les classifications médicales comme une difficulté durable d'apprentissage et de maîtrise de la langue écrite. L'objet de cet article est d'étudier le processus diagnostique, ou plus précisément les outils mobilisés, les acteurs et les formes de jugement à travers lesquels cette catégorie est imposée à des cas individuels. Il s'appuie sur une enquête qualitative consacrée aux outils d'évaluation et aux professionnels impliqués en France et au Royaume-Uni. Au-delà des spécificités nationales, l'étude montre que le diagnostic est réalisé par des professionnels identifiés, à l'aide d'outils permettant d'objectiver des écarts. En outre, deux approches du diagnostic sont mises en évidence. D'une part, l'approche clinique, fondée sur le regard d'un professionnel reconnu comme compétent, est un processus relativement long qui a pour objectif de déterminer le meilleur traitement possible pour le cas envisagé. D'autre part, le jugement procédural est une procédure dépersonnalisée dans laquelle le recours à un test psychométrique est déterminant. [Résumé d'auteur]
DIAGNOSTIC / DYSLEXIE / FRANCE / OUTIL D EVALUATION / ROYAUME UNI
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PRITCHARD, Erin
Incongruous encounters: the problem of accessing accessible spaces for people with dwarfism
2021
Disability and Society
, Vol.
36
, N°
4
, du
01/04/2021
,
p. 541-560
The recognition of disability as a social construct has aided in providing better access to the built environment for disabled people, through the implementation of accessible spaces. However, access to them is not straightforward for disabled people who do not match stereotypical representations of disability. Drawing on empirical data collected from semi structured interviews and photo elicitation exercises, conducted with people with dwarfism living in the UK, this paper shows how they are often challenged or denied access to accessible spaces, creating a hierarchy of impairments. Building on the notion of 'statuarized spaces' the paper demonstrates how access to accessible spaces is influenced by their representation, which differs from representations of dwarfism, leading to incongruous encounters. These incongruous encounters affect the spatial practices of people with dwarfism. A more varied representation of disability is required in order to provide people with dwarfism straightforward access to accessible spaces.
ACCESSIBILITE DE LA VILLE / ACCESSIBILITE DE L ENVIRONNEMENT / ACCESSIBILITE DES INSTALLATIONS OUVERTES AU PUBLIC / ESPACE / NANISME / REPRESENTATION DU HANDICAP / ROYAUME UNI
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ROBERT-TYLER, Emily J./BEVERLEY, Michael/HUGHES, J. Carl/HASTINGS, Richard P.
Teaching conventional early reading skills to children with intellectual disabilities in special schools in the UK: a survey of current practices and perceived barriers
2021
European journal of special needs education
, Vol.
36
, N°
4
, du
01/10/2021
,
p. 485-501
Les auteurs ont mené une enquête auprès de 190 enseignants sur les pratiques actuelles en matière d'enseignement conventionnel de la lecture précoce dans les écoles spécialisées du Royaume-Uni. Ils ont étudié l'impact de l'âge et de la gravité des déficiences intellectuelles sur le choix des approches pédagogiques et comment les enseignants perçoivent les obstacles à l'amélioration des compétences en lecture de cette population.
APPRENTISSAGE DE LA LECTURE / APPRENTISSAGE PRECOCE DE LA LECTURE / DEFICIENCE INTELLECTUELLE / ECOLE SPECIALISEE / HANDICAPE MENTAL / METHODE PEDAGOGIQUE / ROYAUME UNI
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MEHTA, Jaimini/TAGGART, Danny/CLIFFORD, Ellen
“They say jump, we say how high?” conditionality, sanctioning and incentivising disabled people into the UK labour market
2021
Disability and Society
, Vol.
36
, N°
5-6
, du
01/06/2021
,
p. 358-373
This paper focuses on the experiences of disabled people in the UK assigned to the Employment and Support Allowance Work Related Activity Group. Specifically, it considers the impact of processes of conditionality and sanctions on this group. The research was designed, conducted and analysed collaboratively between a disabled people's user-led organisation (DPULO) and an academic team. The research documents the negative impact that processes of conditionality and sanctions had upon participants. The results highlighted 3 main themes: a lack of equality between disabled claimants and other claimants; significant impact of issues of compliance within a regime that imposes conditions and sanctions; and alternative ways of experiencing and responding to this policy regime. Suggestions are made as to how to involve disabled people in decision-making at policy level to ensure that such conditionality and sanctioning are not used when there is clear evidence that highlights the damaging and detrimental effects of these processes. [Résumé d'auteur]
AIDE SOCIALE / AIDE SOCIALE AUX HANDICAPES / EMPLOI / INCLUSION SOCIALE / INSERTION PROFESSIONNELLE / MARCHE DU TRAVAIL / PERSONNE HANDICAPEE / POLITIQUE DE L EMPLOI / ROYAUME UNI / SANCTION
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PER DIS
LEWTHWAITE, Sarah/JAMES, Abi
Accessible at last?: what do new European digital accessibility laws mean for disabled people in the UK?
2020
Disability and Society
, Vol.
35
, N°
8
, du
01/08/2020
,
p. 1360-1365
Recent changes to the regulation of digital services could represent a step-change in the accessibility of public sector websites and applications in the UK and across Europe. Accessibility will be centrally monitored meaning the onus is no longer exclusively on disabled people to issue legal challenges to digital exclusion. How will these changes affect disabled people in the UK, in light of Brexit and the complex relationship between standards and disability? [Résumé d'auteur]
ACCESSIBILITE NUMERIQUE / DROIT DE LA PERSONNE HANDICAPEE / DROIT EUROPEEN / LEGISLATION / ROYAUME UNI / SECTEUR PUBLIC / TECHNOLOGIE D AIDE
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Article de périodique
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COLLINSON, Craig
Ordinary language use and the social construction of dyslexia
2020
Disability and Society
, Vol.
35
, N°
6
, du
01/06/2020
,
p. 993-1006
The dyslexia debate remains a contentious and difficult academic field. My positioning is that of a dyslexic, and a philosopher, and as such I do not question the existence of dyslexics only how we might understand that existence. In this paper I reject the value of dyslexia as a concept; instead I suggest we should recognise the existence of dyslexics as a socially constructed and Othered group. I suggest that the concept of Lexism (normative beliefs and practices of literacy) enables us to understand dyslexic ontology more clearly. I utilize ordinary language philosophy, a philosophical approach, to investigate the social construction of dyslexia. I propose a thought experiment of a fictitious disability ('Dyscomputia'), as a comparable case, to highlight a misconception within the concept of dyslexia. 'Dyscomputia' is, of course, a nonsense, but it enables us to see the problematic beliefs behind the concept 'dyslexia' (or any equivalent term). [Résumé d'auteur]
CONCEPT / DYSLEXIE / PHILOSOPHIE / PHILOSOPHIE DU LANGAGE / ROYAUME UNI
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PER NRESI
COLLEY, Andrew
The exclusion of learners with PMLD (PIMD) from the policy and practice of inclusive education, in England = L'exclusion des apprenants avec PMLD des politiques et des pratiques éducatives inclusives en Angleterre
Polyhandicap et processus d'apprentissage : enjeux, concepts, dispositifs et pratiques. [Dossier]
2020
La Nouvelle revue. Éducation et société inclusives
, N°
88
, du
01/05/2020
,
p. 27-38
Le présent article montre que les apprenants présentant des difficultés d'apprentissage profondes et multiples (PMLD) ont été exclus de la politique et de la pratique de l'éducation inclusive au Royaume-Uni et ailleurs, et que les efforts visant à inclure ce groupe unique dans des classes ordinaires ont échoué. Malgré cela, au moins au Royaume-Uni, un large système d'excellentes écoles spécialisées et d'autres services spécialisés permettent en général à ces jeunes gens de vivre une expérience scolaire très positive jusqu'à l'âge de 19 ans environ. Cependant, ce groupe et leurs familles sont ensuite exclus et isolés socialement et ont généralement des vies médiocres. L'article conclut que limiter la question de l'inclusion aux écoles implique que ce groupe est effectivement passé sous silence dans les contrats sociaux et dans la politique sociale. C'est pourquoi il appelle à une discussion plus vaste et plus nuancée sur l'inclusion, en vue de la repositionner comme question de justice sociale. L'étude contribue de manière théorique et pratique à la poursuite du débat sur l'éducation inclusive et intéressera les enseignants, les parents, les décideurs et les apprenants. [Résumé d'auteur]
APPRENTISSAGE / EDUCATION INCLUSIVE / INCLUSION / JUSTICE SOCIALE / POLYHANDICAPE / ROYAUME UNI / SCOLARISATION DES ENFANTS ET ADOLESCENTS HANDICAPES
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TAKRITI, Rachel A/ATKINSON, Susan J./ELHOWERIS, Hala
Teachers' expectations of children with Down Syndrome starting school in the United Arab Emirates or United Kingdom
2019
European journal of special needs education
, Vol.
34
, N°
4
, du
01/10/2019
,
p. 546-554
The experience of transition into school has been shown to correlate with later school outcomes, with a successful experience resulting in later positive academic and social outcomes. Children with Special Educational Needs (SEN) face more challenging transitions. Teacher attitudes and expectations of children with SEN play a key role in determining the quality of the transition. Early Years Foundation Stage teachers were recruited from the UK and from the UAE. They completed a questionnaire twice, rating the importance of factors in ensuring a successful transition to school for children with no SEN and with Downs Syndrome. Significant differences in the rating of factors were found for the two groups of children. Between-country differences were significant for Knowledge and for Academic factors. The implications of differences in expectations cross-culturally and for children with SEN are discussed. [Résumé d'auteur]
DIVERSITE CULTURELLE / EDUCATION INCLUSIVE / HANDICAPE MENTAL / INCLUSION SCOLAIRE / MOYEN-ORIENT / ROYAUME UNI / TRISOMIE 21
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CLULEY, VIctoria/FYSON, Rachel/PILNICK, Alison
Theorising disability: a practical and representative ontology of learning disability
2020
Disability and Society
, Vol.
35
, N°
2
, du
01/02/2020
,
p. 235-257
This article contributes to the ongoing development of the theorisation of learning disability, focusing on the value of the ontological turn. We argue that while social theory has influenced understandings of disability within academia, particularly within disability studies, it has had a limited impact on the discursive and practical use of the term 'learning disability'. How 'learning disability' is constructed is of direct consequence to the lives of people with learning disabilities. Owing to this, we present a practical and representative ontology of learning disability in order to progress the ontological turn into everyday understandings of disability. To do this, disability theory is discussed, critically appraised and progressed. We then outline how this new theorisation could be re-contextualised within policy, with a view to further re-contextualisation into practice and the everyday. It is hoped that this article will spark discussion regarding how the ontological turn can be used for change. [Résumé d'auteur]
DEFICIENCE INTELLECTUELLE / HANDICAPE MENTAL / MODELE THEORIQUE / ONTOLOGIE / REPRESENTATION DU HANDICAP / ROYAUME UNI
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PARSONS, Sarah/YUILL, Nicola/GOOD, Judith/[et al.]
'Whose agenda? Who knows best? Whose voice?' Co-creating a technology research roadmap with autism stakeholders
2020
Disability and Society
, Vol.
35
, N°
2
, du
01/02/2020
,
p. 201-234
Technologies play vital roles in the learning and participation of autistic people and yet have mostly been conceptualised according to a medical model of disability. In this stakeholder review, the comments of 240 participants from a two-year seminar series focusing on autism and technology were analysed to co-construct an understanding of how research could develop more inclusively. Our socio-cultural analysis shows that stakeholders were very positive about the roles that technologies can play in many areas of life, but that these technologies need to be developed and evaluated according to the needs and preferences of autistic people and their families. We propose an inclusive common social framework for research based on the core themes of social inclusion, perspectives, and participation and agency. Such a framework requires the field to recognise that some current practices are exclusionary and that a commitment to action is needed in order to make positive changes. [Résumé d'auteur]
AUTISME / AUTODETERMINATION / HANDICAPE MENTAL / INCLUSION / INCLUSION SOCIALE / NOUVELLE TECHNOLOGIE DE L INFORMATION ET DE LA COMMUNICATION / PARTICIPATION / ROYAUME UNI / TROUBLE DU SPECTRE AUTISTIQUE
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GIBBS, Simon/BECKMANN, Jens F./ELLIOT, Julian/[et al.]
What's in a name: the effect of category labels on teachers' beliefs
2020
European journal of special needs education
, Vol.
35
, N°
1
, du
01/01/2020
,
p. 115-127
http://www.tandfonline.com/doi/abs/10.1080/08856257.2019.1652441?journalCode=rejs20
In this paper, we report an investigation of the possible influence on teachers' essentialist thinking and efficacy beliefs of category labels used to describe children's educational difficulties. A 2x2x2 counterbalanced design was employed in which primary school teachers in Finland and the UK were exposed to vignettes that portrayed a child exhibiting difficulties in one of two domains: either behaviour or reading. Vignettes were presented in two versions. In one, the child was labelled as having either 'ADHD' or 'Dyslexia'; in the alternate condition, no such label was ascribed, descriptions were identical in all other respects. Participating teachers were presented with two vignettes, one from each domain and in each condition. Responses to measures of Efficacy and Essentialist beliefs were solicited. Overall responses indicated that category labels evoked stronger essentialist beliefs but did not influence teachers' efficacy beliefs. Finnish teachers reported stronger essentialist and lower efficacy beliefs than their counterparts in the UK.[Résumé d'auteur]
DYSLEXIE / EFFICACITE / FINLANDE / REPRESENTATION DU HANDICAP / ROYAUME UNI / TROUBLE DEFICIT DE L ATTENTION HYPERACTIVITE / TROUBLE DE L APPRENTISSAGE DE LA LECTURE / TROUBLE DU COMPORTEMENT
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NICHOLLS, Gemma/HASTINGS, Richard P./GRINDLE, Corinna
Prevalence and correlates of challenging behaviour in children and young people in a special school setting
2020
European journal of special needs education
, Vol.
35
, N°
1
, du
01/01/2020
,
p. 40-54
http://www.tandfonline.com/doi/abs/10.1080/08856257.2019.1607659?journalCode=rejs20
Previous research is not conclusive in detailing the prevalence of challenging behaviour and its correlates in children with intellectual disabilities in school settings in particular. In the current study, an amended version of the Behaviour Problems Inventory – Short Form was used to collect data from a sample of 321 students in a special school. Prevalence of challenging behaviour was high with 53% of students having at least one challenging behaviour, 36.4% self-injurious behaviour, 30.2% aggressive/destructive behaviour, and 25.9% stereotyped behaviour. Challenging behaviour overall was significantly associated with poorer adaptive behaviour skills and the presence of an autism diagnosis. Stereotyped behaviour was also significantly associated with higher levels of neighbourhood deprivation and age. The implications of these findings for schools and future research are discussed. [Résumé d'auteur]
AGRESSIVITE / AUTISME / AUTOMUTILATION / DEFICIENCE INTELLECTUELLE / EDUCATION SPECIALISEE / ENFANT HANDICAPE / HANDICAPE MENTAL / MILIEU SCOLAIRE / ROYAUME UNI / TROUBLE DU COMPORTEMENT / VIOLENCE
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GUEST, Elizabeth
Autism from different points of view: two sides of the same coin
2020
Disability and Society
, Vol.
35
, N°
1
, du
01/01/2020
,
p. 156-162
http://www.tandfonline.com/doi/full/10.1080/09687599.2019.1596199
Two articles by autistic authors but with very different views were published in the March 2018 volume of Disability & Society. One article expressed concern that there is a growing disdain for scientific knowledge among autistic autism researchers and an atmosphere of hostility towards non-autistic autism researchers. The other article provides concrete evidence of these concerns. It attacks the scholarship of non-autistic authors whose work offends them and proposes that non-autistic authors be excluded from 'Critical Autism Studies'. This Current Issues present article critiques these two publications and proposes a way forward that involves critical thinking and proposing alternative interpretations. A couple of examples of what this might look like are given. The article argues that both autistic and non-autistic researchers have a part to play in moving knowledge about autism forward and both should be allowed to critique the other. [Résumé d'auteur]
AUTISME / HANDICAPE MENTAL / PARTICIPATION / PERSONNE HANDICAPEE / RECHERCHE / ROYAUME UNI / TROUBLE DU SPECTRE AUTISTIQUE
Niveau recherche
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Article de périodique
, Cote :
PER DIS
MAC CARTHAIGH, Saoirse
Beyond biomedicine: challenging conventional conceptualisations of autism spectrum conditions
2020
Disability and Society
, Vol.
35
, N°
1
, du
01/01/2020
,
p. 52-66
http://www.tandfonline.com/doi/full/10.1080/09687599.2019.1605884
The dominant biomedical model of autism spectrum conditions (ASCs) has yielded genetic and cognitive theories which have enhanced the understanding of the phenomenon. However, despite this valuable contribution, the methodologies of biomedicine have significant limitations including the preclusion of alternative lenses through which to view ASCs. This article considers evidence from a number of fields, including psychological anthropology, social constructionism and critical disability studies, which augment the conventional framing of ASCs by avoiding projecting deficiency where there is difference. Furthermore, the narratives promulgated about ASCs through pathologising diagnostic labels and stereotypical media depictions are explored. Equitable outcomes for autistic people necessitate increased academic and professional awareness of alternative paradigms of ASCs. [Résumé d'auteur]
AUTISME / CONCEPTUALISATION / DEFICIENCE / HANDICAPE MENTAL / ROYAUME UNI / TROUBLE DU SPECTRE AUTISTIQUE
Niveau recherche
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Article de périodique
, Cote :
PER BUL PED
L'organisation et l'accompagnement des déficients visuels dans quelques pays européens. (2) [Dossier]
2020
Bulletin pédagogique GPEAA/ Revue du groupement des professeurs et éducateurs d'aveugles et d'amblyopes
, N°
251
, du
01/03/2020
,
p. 4-19
Ce dossier comprend plusieurs articles (publiés dans d'autres revues) concernant la situation des déficients visuels au Royaume-Uni, en Italie, en Belgique, en Suisse, en France.
ACCOMPAGNEMENT / ACCOMPAGNEMENT DE LA PERSONNE HANDICAPEE / ACCOMPAGNEMENT DE L ENFANT HANDICAPE / AVEUGLE / BELGIQUE / DEFICIENT VISUEL / EUROPE / FRANCE / HANDICAPE VISUEL / ITALIE / MALVOYANT / ROYAUME UNI
Niveau généralités
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Article de périodique
, Cote :
PER DIS
SEALE, Jane
Wilderness and resistance: illuminating the digital inequalities experienced by adults with learning disabilities between 1970 and 1999
2019
Disability and Society
, Vol.
34
, N°
9
, du
01/10/2019
,
p. 1481-1503
The focus of this article is how special needs technology in the United Kingdom was developed and used for and by adults with learning disabilities between 1970 and 1999. Fifty-two experienced practitioners were interviewed about their memories of the period. Analysis of their experiences reveals a number of digital inequalities, how the practitioners working to support the technology use of adults with learning disabilities experienced these inequalities as a vacuum of support and what attempt they made to redress the balance. These finding suggest that new technologies currently being developed are unlikely to reduce digital inequalities for adults with learning disabilities without significant shifts in our understanding about what contributes to such inequalities and the role that practitioners can play in resisting such inequalities. [Résumé d'auteur]
ACCESSIBILITE NUMERIQUE / DEFICIENCE INTELLECTUELLE / HANDICAPE MENTAL / INEGALITE SOCIALE / NOUVELLE TECHNOLOGIE DE L INFORMATION ET DE LA COMMUNICATION / ROYAUME UNI
Niveau recherche
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Article de périodique
, Cote :
PER DIS
KLEIN, Orly/WALKER, Carl/AUMANN, Kim/[et al.]
Peer support groups for parent-carers of children with attention deficit hyperactivity disorder: the importance of solidarity as care
2019
Disability and Society
, Vol.
34
, N°
9
, du
01/10/2019
,
p. 1445-1461
Parent-carers of children with complex needs often lead lives impacted by challenging constellations of disadvantage and can become enmeshed in complex and contradictory tapestries of care structures and relations. Against a backdrop of financial austerity and under-resourced or exclusionary service practices, peer support groups may become increasingly important and confer valuable benefits not available elsewhere. This article focuses on one such group developed for parent-carers of children diagnosed with attention deficit hyperactivity disorder, and reports on semi-structured interviews with 13 parent-carers. Drawing upon Pols' empirical ethics of care, we nuance and detail the care that emerged in these settings, highlighting the material and relational practices that developed. We conclude that peer support groups can offer new and vital possibilities, re-situating participants from individualised positions of burden, isolation and social exclusion to confident, positive, active connectedness, by means of an affective and effective relational process we call 'solidarity-as-care'. [Résumé d'auteur]
ENFANT HANDICAPE / GROUPE / PAIR / PARENT D ENFANT HANDICAPE / ROYAUME UNI / SOUTIEN A LA FAMILLE / TROUBLE DEFICIT DE L ATTENTION HYPERACTIVITE
Niveau recherche
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Article de périodique
, Cote :
PER DIS
HODGE, Nick/RICE, Emma J./REIDY, lisa
'They're told all the time they're different': how educators understand development of sense of self for autistic pupils
2019
Disability and Society
, Vol.
34
, N°
9
, du
01/10/2019
,
p. 1353-1378
School is a site of critical importance in the development of self, yet little is known about the ways in which school affects how autistic pupils come to describe and evaluate themselves. Educators are centrally positioned to support autistic pupils with development of an empowered sense of self. This article reports on a study which captured how staff in four English schools understood development of sense of self for autistic pupils. We found that educators perceived autistic pupils as being affected by both a particular biology and their social encounters with others. Our participants identified the school environment as a significant influencer on sense of self development but seemed uncertain how to make this more enabling. We suggest that one response could be to develop a framework of activism engagement in schools that might enable autistic pupils to work collectively with other autistic people towards a positive sense of self. [Résumé d'auteur]
AUTISME / ENFANT HANDICAPE / ESTIME DE SOI / HANDICAPE MENTAL / ROYAUME UNI / TROUBLE DU SPECTRE AUTISTIQUE
Niveau recherche
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Article de périodique
, Cote :
PER REV INT
PRAIRAT, Eirick. Dir.
La sanction en éducation. [Dossier]
2019
Revue internationale d'éducation Sèvres
, N°
81
, du
01/09/2019
,
p.
Pourquoi et comment punit-on dans les écoles au Burkina Faso, au Bénin, au Japon, en Russie, en France, en Algérie, en Angleterre, aux États-Unis ou encore au Québec ? La question de la sanction à l'école, longtemps oubliée, souvent passée sous silence, revient aujourd'hui en force dans de nombreux pays. Ce dossier souligne les questions et les défis que ces neuf systèmes scolaires très différents ont à relever. S'appuyant notamment sur des enquêtes menées auprès d'élèves, d'enseignants et de parents, ce voyage au coeur des pratiques punitives montre des écoles inquiètes. Mais il met aussi en lumière les solutions et les expériences originales qui sont mises en oeuvre. Aussi paradoxal que cela puisse paraître, la sanction est un analyseur de première importance pour comprendre ce qu'éduquer veut dire, à un moment donné, dans une société donnée. Elle est bel et bien une question éducative majeure.
ALGERIE / AUTORITE / BENIN / BURKINA FASO / CHATIMENT CORPOREL / COLLEGE / DISCIPLINE / EDUCATION / EDUCATION BIENVEILLANTE / EDUCATION COMPAREE / ETATS UNIS / FRANCE / JAPON / PUNITION / QUEBEC / ROYAUME UNI / RUSSIE / SANCTION / SANCTION EDUCATIVE / SANCTION SCOLAIRE
Niveau licence et master
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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
Disponibilité
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Livre
LUNDY, Laura/BYRNE, Bronagh/TEMPLETON, Michelle/LANSDOWN, Gerison
,
CONSEIL DE L'EUROPE (Strasbourg, France)
Deux clics en avant et un clic en arrière : rapport sur les enfants en situation de handicap dans l'environnement numérique
Strasbourg : Conseil de l'Europe
,
2019
30 p.
http://rm.coe.int/deux-clics-en-avant-et-un-clic-en-arriere-rapport-sur-les-enfants-en-s/168098bd10
Le Conseil de l'Europe présente un nouveau rapport décrivant l'expérience d'enfants qui présentent des déficiences intellectuelles, physiques, auditives et visuelles. Il analyse les difficultés que ceux-ci rencontrent et formule des recommandations adressées aux états et aux acteurs de l'industrie numérique, aux services de santé et aux établissements universitaires sur la façon de garantir à ces enfants un accès sûr à l'environnement numérique. [Résumé d'éditeur]
Document accessible au format numérique
ACCES A L INFORMATION / ACCESSIBILITE NUMERIQUE / ALLEMAGNE / APPRENTISSAGE / BELGIQUE / DROITS DE L ENFANT / ENFANT HANDICAPE / ETAT / HANDICAPE AUDITIF / HANDICAPE MENTAL / HANDICAPE MOTEUR / HANDICAPE SENSORIEL / HANDICAPE VISUEL / PORTUGAL / ROYAUME UNI / TURQUIE
Niveau généralités
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Article de périodique
, Cote :
PER DIS
ALDEN, Sarah/WIGFIELD, Andrea/KISPETER, Erika/KARANIA, Vinal
Changing the narrative: the role of frontline worker attitudes and beliefs in shaping dementia-friendly services in England
2019
Disability and Society
, Vol.
34
, N°
5
, du
01/06/2019
,
p. 775-796
Applying the main principles of the social model of disability as a guide, this article argues that the attitudes and beliefs of staff and volunteers employed in frontline service delivery can play an important role in the achievement of dementia-friendly communities, particularly through influencing the types of services offered. This position is supported by findings from an evaluation of an awareness-raising intervention run by Age UK, aimed at organisations which provide services for people living with dementia in England. The article contributes to an understanding of the cultural climate within frontline service delivery, which is often neglected in favour of discussions around meeting more immediate care and support needs. More specifically, the article reflects on whether there is a need for an additional conceptualisation within the discourse around dementia-friendly communities which ensures inclusion of the cultural environment. [Résumé d'auteur]
DEMENCE / INCLUSION / ROYAUME UNI / SANTE MENTALE / SERVICE D AIDE / VIEILLESSE
Niveau recherche
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Article de périodique
, Cote :
PER DIS
CHARNLEY, Helen/HWANG, Se Kwang/ATKINSON, Christine/WALTON, Phillip
'If I were given the chance': understanding the use of leisure time by adults with learning disabilities
2019
Disability and Society
, Vol.
34
, N°
4
, du
01/05/2019
,
p. 540-563
Despite UK government policy emphasising the rights and choices of people with learning disabilities, opportunities to choose fulfilling leisure activities remain severely constrained. Following a brief literature review we present a co-inquiry study developing a deeper understanding of the persistent space between actual and desired use of leisure time. We explore the potential of the capability approach to aid understanding of learning disabled people's constrained choices of leisure activities, and constrained roles as researchers, as matters of human rights and social justice. [Résumé d'auteur]
ACCES AUX LOISIRS / CAPABILITE / DEFICIENCE INTELLECTUELLE / HANDICAPE MENTAL / LOISIR / ROYAUME UNI
Niveau recherche
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Article de périodique
, Cote :
PER DIS
MCPHERSON, Susan/BERESFORD, Peter
Semantics of patient choice: how the UK national guideline for depression silences patients
2019
Disability and Society
, Vol.
34
, N°
3
, du
01/04/2019
,
p. 491-497
Several stakeholders, including the National Survivor User Network and the British Psychological Society, have called for the National Institute for Health and Care Excellence (NICE) to include an up-to-date review of patient experience research in the new depression guideline. In response, the Guideline Committee (GC) postponed publication, the guideline now due in February 2020. Yet the GC also stated it will not review patient experience research. Instead, it will incorporate a new element of 'patient choice', without elaborating what this entails. Here, we attempt to untangle a number of similar sounding terms including 'patient choice', 'patient preference', 'patient experience research' and 'service user involvement' in terms of how they relate to the NICE depression guideline. We argue that by conflating these concepts and implying that one will serve the purpose of another equally well, NICE risks leaving patients without a real voice, their perspectives buried in semantically void rhetorical jargon. [Résumé d'auteur]
CHOIX / DEPRESSION / HANDICAPE PSYCHIQUE / POLITIQUE SANITAIRE / ROYAUME UNI
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Article de périodique
, Cote :
PER DIS
LAMPARD, Pete/BUNSELL, Tanya
'Falling through the cracks': recognising sitting disabilities
2019
Disability and Society
, Vol.
34
, N°
3
, du
01/04/2019
,
p. 470-490
This article attempts to 'give voice' to those with sitting disabilities, in order to raise awareness and enable constructive dialogue amongst stakeholders. These voices were collected through interviews and conversational email correspondence, with participants recruited via support websites and hailing from across Europe, Australia and North America. Numerous themes emerged in our participants' accounts and were largely framed around an inability to fit the deeply-rooted prevailing norms of a sitting society. Necessary shifts in relationships, an inability to travel, difficulties with retaining employment and feelings of distrust and inauthenticity in relation to official knowledges all emerged as a result of this. After an account of the participants' stories, we offer a preliminary analysis via Nancy Fraser's understanding of social justice, where these experiences can be understood through the categories of recognition and distribution. In doing so, we develop some recommendations for change. [Résumé d'auteur]
CORPS / DOULEUR / JUSTICE SOCIALE / RECONNAISSANCE DU HANDICAP / ROYAUME UNI
Niveau recherche
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