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44 réponses ont été trouvées pour le(s) critère(s) suivant(s) :
04/03/2024 < 18/03/2024, Lettre INS HEA
Livre
, Cote :
371.91 GAL L
GALIANO, Anna Rita/BRAGARD, Anne. Préf.
Langage et interactions verbales chez l'enfant déficient visuel
Louvain-la-Neuve : Presses universitaires de Louvain
,
2023
179 p.
La survenue d'une déficience visuelle dès le plus jeune âge peut avoir un effet perturbateur sur le développement cognitif et, plus particulièrement, sur l'acquisition du langage. Les différences développementales, observées chez un certain nombre d'enfants aveugles, peuvent-elles être imputables uniquement au statut visuel ? Comment expliquer la variabilité interindividuelle observée au sein de cette population? L'objectif de cet ouvrage est de fournir une synthèse et une analyse critiques des études scientifiques permettant de répondre à ces questionnements. Le résultat de ce travail conduit à l'identification des multiples facteurs qui concourent à l'émergence et à l'évolution des particularités développementales. Il offre aux chercheurs, aux praticiens (psychologues, orthophonistes) et aux parents des repères pour mieux comprendre et agir. [Résumé d'éditeur]
ACQUISITION DU LANGAGE / DEFICIENCE VISUELLE / DEVELOPPEMENT COGNITIF
Niveau licence et master
Disponibilité
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Livre
, Cote :
371.98 FIC T
FICHTER, Emilie
Trisomique ? Pas de panique ! Petit manuel pour accueillir un enfant porteur de trisomie dans sa vie
Brétigny-sur-Orge : Amazon
,
2023
[95 p.] ; 23 cm
Non, Maxence n'est pas le bébé que j'attendais pendant ma grossesse, parce qu'on ne se projette pas dans le handicap quand on est enceinte. Pourtant, il est exactement le petit garçon que j'ai attendu toute ma vie. Le plus beau petit garçon du monde.
DEFICIENCE INTELLECTUELLE / ENFANT HANDICAPE / PARENT D ENFANT HANDICAPE / SYNDROME DE DOWN / TEMOIGNAGE / TRISOMIE 21
Niveau généralités
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Livre
, Cote :
371.91 FIG T
FIGERE, Samia
Trop ! Journal intime d'une petite fille hypersensible
Limoges : Mes mains en or
,
2023
Vivre son hypersensibilité au quotidien n'est pas toujours facile mais heureusement, il est tout à fait possible de s'épanouir et de grandir avec ce surplus d'émotion. Cette adaptation en braille et gros caractère à pour objectif d'accompagner les enfants déficients visuels à mieux comprendre leur hypersensibilité. [Résumé d'éditeur]
BRAILLE / GROS CARACTERES / HANDICAPE VISUEL / HYPERSENSIBILITE / LITTERATURE POUR LA JEUNESSE
Texte
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Article de périodique
, Cote :
PER ASH
SENECHAL, M.
Le tiers digne de confiance. [Dossier]
2024
ASH / Actualités sociales hebdomadaires
, N°
3313
, du
01/02/2024
,
p. 46-52
La loi de protection des enfants du 7 février 2022, dite loi "Taquet", a introduit l'obligation d'évaluer systématiquement la possibilité de placer un enfant en danger ou risque de l'être, auprès d'un tiers digne de confiance avant toute décision de placement institutionnel. Qui peut assumer ce rôle? Comment est-il désigné? Quel est son statut?
ENFANT EN DANGER / PROTECTION JURIDIQUE / TIERS DIGNE DE CONFIANCE / VULNERABILITE
Niveau licence et master
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Mémoire
BURZOTTA, Morgane
Les stéréotypes sur les personnes en situation de handicap en tant que frein à l'insertion professionnelle
2023
245 p.
https://theses.hal.science/tel-04500826
Dans la volonté d'obtenir une meilleure compréhension des freins à l'inclusion professionnelle des travailleurs en situation de handicap, les stéréotypes constituent un élément essentiel de recherche. Cette thèse mêle approche quantitative et qualitative en s'intéressant au point de vue des différents acteurs clés du monde du travail : recruteurs, collègues et personnes en situation de handicap. Cette thèse commence par une première étude qualitative exploratoire constituée d'une série d'entretiens avec des travailleurs en situation de handicap. L'analyse de ces entretiens insiste sur les difficultés de compréhension entre le monde valid(ist)e et les personnes en situation handicap de la recherche d'emploi jusqu'au maintien en poste. Aménagement de poste, relations sociales, évolution de carrière : rien n'est aussi simple que nous l'imaginons et la loi ne permet pas de répondre à toutes les questions que soulèvent l'embauche d'une personne en situation de handicap (e.g. comment aménager le poste, comment parler du handicap avec l'équipe de travail). Les études suivantes de cette thèse permettent de venir observer d'un point de vue quantitatif ces problématiques. Cette thèse confirme l'hypothèse selon laquelle les stéréotypes sont internalisés et impactent la manière dont se perçoivent les personnes en situation de handicap. Elles ont en effet par exemple une plus faible estime de soi que des personnes valides. Conformément à la distinction classique chaleur / compétence et au fait que les personnes en situation de handicap sont souvent considérées comme chaleureuses mais incompétentes, les personnes en situation de handicap interrogées s'estiment moins compétentes mais tout autant chaleureuses que les interrogés valides. Nous avons également étudié les méta-perceptions (i.e. est-ce qu'elles pensent que les autres les trouvent compétentes, chaleureuses, etc.) et nous trouvons des résultats similaires aux auto-perceptions : les personnes en situation de handicap pensent être perçues moins compétentes par rapport aux personnes valides. Au fil des études, nous avons également mis en évidence que parler de handicap au singulier est une erreur qui revient à nier à quel point les stéréotypes diffèrent selon le type de handicap. Nous avons ainsi montré au travers d'une comparaison entre six handicaps que la dépression était un handicap particulièrement mal perçu et stigmatisé. Cette même étude a permis d'identifier une troisième dimension liée au jugement et aux stéréotypes attribués aux personnes en situation de handicap : la performance contextuelle. Ces différences de perceptions entre handicaps ont des conséquences par exemple au moment du recrutement. Nous avons ainsi choisi d'étudier ensuite le point de vue des recruteurs sur l'inclusion professionnelle de travailleurs en situation de handicap. Deux études de simulation de recrutement ont ainsi mis en évidence l'importance de choisir consciencieusement le moment de la divulgation du handicap à un recruteur et d'appuyer encore sur la différence de perception entre handicap moteur et psychique. Nous avons enfin cherché à comprendre comment concrètement redonner du pouvoir aux personnes en situation de handicap. Nous avons ainsi mené une étude sur la gestion de l'identité et établi dans quelle mesure différentes stratégies de gestion de l'identité sont associées avec une estime de soi plus faible et globalement une perception de soi moins bonne. Il s'avère que les stratégies cherchant à dissimuler le handicap (e.g. évitement) sont associées à des perceptions de soi moins positives que les stratégies visant au contraire à mettre en avant le handicap (e.g. revendication). Nous avons également exploré l'utilisation des modèles de réussite dans l'objectif de permettre aux personnes de développer leur confiance en soi en étant témoin de la réussite d'un pair.
Document disponible en format numérique.
INCLUSION / INSERTION PROFESSIONNELLE / MAINTIEN DANS L EMPLOI / PSYCHOLOGIE SOCIALE / STIGMATISATION / TRAVAILLEUR HANDICAPE / VALIDISME
Niveau recherche
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Livre
, Cote :
331.59 BIR E
BIRCK, Gisèle/BONNET, Clément
L'entreprise face au trouble psychique
Eres
,
2017
205 p.
Alors que le monde du travail est soumis aux exigences de la performance et de la rentabilité, il n'est pas facile pour les personnes en situation de handicap psychique d'accéder à l'entreprise ou d'y rester. Pourtant, depuis 1991, les efforts uniques et prolongées du Club ARIHM (Club Action et recherche, insertion et handicaps psychiques ou mentaux), dont les pratiques sont orientées vers l'accès des personnes en situation de handicap psychique au monde du travail ordinaire et leur maintien dans l'emploi, confirment que cette ambition reste possible. En suivant les parcours de personnes engagées avec eux dans des projets d'insertion professionnelle, les auteurs décrivent les modalités de la méthode d'accompagnement (AMPP®) proposée par le Club ARIHM. Ils mettent en évidence les tensions qui traversent ce champ de l'inclusion, entre les risques du travail pathogène et les espoirs que l'emploi constitue un facteur d'une meilleure santé mentale. Ils analysent les échecs et les perspectives nouvelles ouvertes par le décret du 27 décembre 2016 relatif à l'emploi accompagné, et montrent qu'une stratégie d'accompagnement des personnes en situation de handicap psychique vers et dans l'entreprise peut contribuer à préserver ou promouvoir une part d'humanité dans le monde du travail. [Résumé d'éditeur]
EMPLOI ACCOMPAGNE / ENTREPRISE / HANDICAPE PSYCHIQUE / INSERTION PROFESSIONNELLE / SANTE MENTALE / TRAVAILLEUR HANDICAPE / TROUBLE PSYCHIQUE
Niveau licence et master
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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
Niveau recherche
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Article de périodique
OVERBEEK, Mathilde M./STOKLA-WULFSE, Mariska/LIEVENSE, Pieternel/[et al.]
A mixed-methods study into the effect of a psycho-educational programme for children with cerebral visual impairment (CVI)
2024
The British Journal of Visual Impairment
, Vol.
42
, N°
1
, du
01/01/2024
,
p. 43-58
https://doi.org/10.1177/02646196221139779
Cerebral visual impairment (CVI) is one of the most common causes of visual impairment in children. CVI is a complex visual disorder to understand and explain to others. Understanding one's diagnosis and being able to explain it to others may facilitate adaptive functioning. To educate children and young people on their CVI and accompanying needs, the computerized psycho-educational programme 'My CVI' has been developed. A mixed-methods study was conducted to evaluate the effect of this programme. The aims of the programme are to increase participants' knowledge of CVI, as well as self-esteem (SDQ), adaptive coping (SCQ), and well-being (Cantril, PERIK, HRQoL). Thirty-nine children (aged 7–16 years; 51% boys) participated in a pre-test, post-test, and follow-up assessment. Qualitative interviews were conducted for a subjective evaluation of the programme. Participation in the psycho-educational programme resulted in increased knowledge of CVI, as well as a better teacher-reported social and academic self-concept and less self-reported feelings of social exclusion. No effects of participation were found on self-reported self-esteem, coping or other measures for well-being. An increase in knowledge of CVI was not associated with changes in psychosocial functioning. Qualitative data revealed that children enjoyed participating in the programme; they learned there are others with CVI, and gained more knowledge and practical tools on how to deal with their CVI. The results provide preliminary evidence that participation in the psycho-educational programme 'My CVI' increases children's knowledge of their visual impairment as well as improves social outcomes and feelings of inclusion. The highest gains may be achieved through a personalized approach, depending on a child's (developmental) age and parental involvement.
CECITE CORTICALE / DEVELOPPEMENT CEREBRAL / HANDICAPE VISUEL / JEU SERIEUX / PROGRAMME DE RECHERCHE / PSYCHOPEDAGOGIE
Niveau recherche
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Article de périodique
TRAN, Edward/ALY, Mohamed/NIRMIT, Shah/[et al.]
Benefits of meditation and breathing exercises in vision loss patients
2024
The British Journal of Visual Impairment
, Vol.
42
, N°
1
, du
01/01/2024
,
p. 210-221
https://doi.org/10.1177/02646196231201773
Vision impairment could have debilitating effects on patients' mental, physical, and emotional health. Our study aims to understand the role of meditation and breathing exercises in the management of vision loss and its effects on patient's disease progression. This study is designed as a systematic review and meta-analysis. Eligible studies were retrieved from MEDLINE, EMBASE, and CINAHL databases and gray literature. Covidence software was used to conduct the systematic review. Duplicate records were removed, and two independent reviewers screened records for relevance. After the screening, a risk-of-bias assessment was carried out. Data were extracted, and a meta-analysis was performed using STATA 14.0. Fixed-effect and random-effect models were computed based on heterogeneity. Our results indicate that meditation and breathing exercises significantly reduce intraocular pressure (IOP) (ES = −1.76, 95% CI = [−2.69, −0.83]) in glaucoma patients, mean deviation of Humphrey visual field testing (ES = −0.20, 95% CI = [−0.37, −0.03]), and biomarkers such as cortisol (ES = −0.73, 95% CI = [−0.25, −2.22]) and reactive oxygen species (ES = −2.45, 95% CI = [−4.20, −0.71]). In addition, our results demonstrated significant increases in beta-endorphins (ES = 28.60, 95% CI = [25.61, 31.59]) following breathing and meditation exercises. Furthermore, our study demonstrated that these exercises were associated with non-significant decreases in inflammatory markers, such as interleukin-6 levels (ES = −1.25, 95% CI = [−2.75, −0.24]), retinal nerve layer fiber thickness (ES = −0.20, 95% CI = [−0.53, −0.14]), and non-significant increase in brain-derived neurotrophic factor (ES = 28.24, 95% CI = [−25.24, 81.71]). Our systematic review also found improvements in quality of life, physical fitness, and mood for vision loss patients. Meditation and breathing exercises offer a range of benefits to patients with vision loss, including improvements in IOP, biomarkers, quality of life, physical fitness, and mood. Further research is needed to better understand the mechanisms underlying their effects and the means to apply them in practice.
CHAMP VISUEL / GLAUCOME / MEDITATION / PEDIATRIE / QUALITE DE VIE / RESPIRATION
Niveau recherche
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Article de périodique
, Cote :
PER CAH ACT
AYANOUGLOU, Fanny/DAS MERCES, Mathilde
Les comportements défis chez la personne présentant un TDI associé ou non à un TSA
Troubles psychiques et comportement problèmes : mieux comprendre pour mieux accompagner [Dossier]
2023
Les Cahiers de l'Actif
, N°
564-567
, du
01/05/2023
,
p. 139-149
Avant de s'essayer à cet exercice, nous préciserons que ces comportements ne font ni partie des critères diagnostiques du TDI ni de ceux du TSA. En revanche, en raison des particularités de fonctionnement cognitif, sensoriel, des altérations des capacités communicatives (...), ces publics sont souvent sujets à ce type de comportements. Pour exemple, environ 60 à 90 % des enfants présentant les deux conditions, TDI et TSA, présentent des comportements problématiques.Un large éventail de termes est utilisé par les équipes, les proches, les personnes elles-mêmes, pour se référer à ces comportements qui déstabilisent fortement leur quotidien. Toutes les appellations utilisées pour désigner ces comportements peuvent être considérées comme des synonymes. Nous préfèrerons le terme « comportement défi », qui correspond à la traduction du terme nord-américain « challenging behaviour » introduit dans les années 1990. Un comportement défi est avant tout un comportement ! C'est-à-dire un fait observable, mesurable (fréquence, durée, intensité), spécifique (on doit pouvoir se le représenter) et objectif (description topographique, c'est-à-dire précise et claire).
APPROCHE COMPORTEMENTALE / DEFICIENCE INTELLECTUELLE / EVALUATION FONCTIONNELLE / SITUATION PROBLEME / STRATEGIE D INTERVENTION / TROUBLE DU COMPORTEMENT / TROUBLE DU SPECTRE AUTISTIQUE
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Article de périodique
, Cote :
PER CAH ACT
BOTBOL, Michel/DEFRANCE, Michel/MARTIN, Pauline
De l'ITEP au DITEP, présentation d'une évolution des pratiques institutionnelles pour prendre en compte les évolutions des troubles dans un contexte sociétal complexe
Troubles psychiques et comportement problèmes : mieux comprendre pour mieux accompagner [Dossier]
2023
Les Cahiers de l'Actif
, N°
564-567
, du
01/05/2023
,
p. 25-42
La complexité des processus de construction de soi, éducatifs et de socialisation dans nos sociétés occidentales est devenue prégnante. L'évolution anthropologique du rapport à l'autre, qui affirme la singularité des personnes au détriment du lien social, percute les pratiques professionnelles du soin, de l'éducatif et du pédagogique. ce n'est pas tant l'évolution des troubles qui pose question que leur expression dans ce contexte. Le passage des ITEP au DITEP illustre très bien comment les institutions et leurs acteurs y répondent.
EVOLUTION / INSTITUTION / ITEP / PRATIQUE PROFESSIONNELLE / TROUBLE DU COMPORTEMENT
Niveau licence et master
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Article de périodique
, Cote :
PER CAH ACT
DUTHOIT, Marion/VON ROTZ, Lorna/COURBOIS, Yanick/PETITPIERRE, Geneviève/STRACCIA, Claudio
Comportement adaptatif et santé mentale des adultes vivant en foyers d'hébergement
Troubles psychiques et comportement problèmes : des notions en constante évolution [Dossier]
2023
Les Cahiers de l'Actif
, N°
564-567
, du
01/05/2023
,
p. 55-64
Le profil des adultes accompagnés par les établissements médico-sociaux pour personnes avec une déficience intellectuelle aurait-il changé au fil des années ? Telle est l'interrogation qui préoccupe certains professionnels de l'éducation spécialisée. Elle se base sur le sentiment que les personnes accompagnées présenteraient davantage de problèmes de santé mentale que par le passé. Pour répondre à cette question, il faudrait disposer d'évaluations faites à intervalles réguliers pour caractériser les profils des personnes accueillies et leurs évolutions au fil du temps. Bien que cette étude ait été impulsée par les professionnels français, il est intéressant de noter que des préoccupations identiques avaient déjà été documentées dans une recherche menée en collaboration avec des établissements médico-sociaux de Suisse romande et de Belgique. Dans ce contexte, des chercheurs de l'Université de Fribourg et de l'Université de Lille se sont associés pour étudier la santé mentale, l'adaptation comportementale et le niveau intellectuel du public accueilli dans des foyers d'hébergement du Pas-de-Calais.
ADAPTATION / ADULTE / COMPORTEMENT / DEFICIENCE INTELLECTUELLE / FOYER POUR ADULTES HANDICAPES / SANTE MENTALE
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Article de périodique
, Cote :
PER CAH ACT
GABBAÏ, Philippe
Les souffrances psychiques dans les TSA : aspects théorico-pratiques autour des troubles dits du comportement
Troubles psychiques et comportement problèmes : mieux comprendre pour mieux accompagner [Dossier]
2023
Les Cahiers de l'Actif
, N°
564-567
, du
01/05/2023
,
p. 25-42
L'évacuation de toute référence au fait psychotique dans les TSA a des conséquences dramatiques, rendant ainsi incompréhensibles les comportements dit défis ou problème qui s'expriment intensément dans les cas extrêmes, véritables brûlots qu'institution et hôpitaux se renvoient au détriment des personnes concernées et de leurs familles. L'auteur aborde, sur un mode psychopathologique, développemental et cognitif, les troubles comportementaux majeurs que constituent les violences vis-à-vis des personnes, les violences vis-à-vis des contenants spatiaux, les automutilations diverses, les comportements alimentaires pathologiques et les troubles des conduites excrémentielles. Cette approche autorise des propositions thérapeutiques, qui au-delà des recours aux psychotropes aux effets bien limités, implique de prendre en compte les trois contenants essentiels : spatial, temporel et relationnel. Ces situations rendent bien compte aussi de l'inadéquation totale des orientations actuelles (inclusion, autodétermination, virage sociétal, etc.) vis-à-vis de la souffrance psychique.
APPROCHE PSYCHANALYTIQUE / PSYCHOPATHOLOGIE / PSYCHOSE / TROUBLE DU COMPORTEMENT / TROUBLE DU COMPORTEMENT ALIMENTAIRE / TROUBLE DU SPECTRE AUTISTIQUE / VIOLENCE
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Article de périodique
, Cote :
PER LIN
Défendre le droit à l'éducation des personnes autistes : un défi constant
2023
Link
, N°
79
, du
01/06/2023
,
p. 14-15
http://www.autismeurope.org/wp-content/uploads/2024/01/LINK.40e.FR_.BAT_compressed.pdf
L'inclusion dans l'éducation à l'aide de soutien et d'aménagements adéquats est primordiale pour les personnes autistes, dont les besoins et les points forts nécessitent des approches personnalisées et individuelles. Autisme-Europe fait depuis longtemps campagne pour l'accès à l'éducation pour tous, y compris pour les personnes autistes ayant des besoins de soutien substantiels. Ces dernières années, dans toute l'Europe, les États membres ont adopté diverses stratégies et politiques visant à promouvoir l'inclusion des élèves autistes, celles-ci font suite à la ratification de la Convention des Nations Unies relative aux droits des personnes handicapées (CNUDPH). Le droit à l'éducation pour les personnes autistes en Europe est une question complexe, en constante évolution, c'est pourquoi Autisme-Europe continue de plaider en faveur de sa mise en oeuvre.
AUTISME / DROIT A L EDUCATION / PERSONNALISATION DE L ENSEIGNEMENT / TROUBLE DU SPECTRE AUTISTIQUE
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Article de périodique
VALENTE, Dannyelle/CHENNAZ, Lola/ARCHAMBAULT, Dominique/[et al.]
Comprehension of a multimodal book by children with visual impairments
2024
The British Journal of Visual Impairment
, Vol.
42
, N°
1
, du
01/01/2024
,
p. 276-285
https://doi.org/10.1177/02646196231172071
Illustrations referring to the visible aspects of objects in tactile books may be difficult for children with visual impairments to understand. To solve this problem, a new illustration design was developed based on modalities other than vision. The objective of the study is to evaluate the comprehension by children with visual impairments of a multimodal book whose illustrations refer to haptic and audio modalities. To examine the role of residual visual experience in comprehension, the book was tested in children with two profiles of visual impairment: 5 blind children and 6 with low vision, aged 5–12 years. To assess their comprehension as they discovered the book, we observed a matching between the text and the exploration of the illustrations, and the production of expected manual explorations by children. After discovery, we asked the children about how they handled the objects in the book and the sounds they heard. The main results showed no significant difference between the two groups of children on the matching score, manual exploration expected, and description of sounds perceived or handling performed. The book was very well understood and appreciated by both groups. These results could indicate that residual visual experience is not necessary for this task. Results suggest that exploring other sensorial experiences could be a more inclusive way to represent objects in tactile books that are more suitable for all children, regardless of their visual experience.
HANDICAPE VISUEL / INTERACTIVITE / LIVRE TACTILE / MULTIMODALITE / PERCEPTION AUDITIVE / PERCEPTION HAPTIQUE
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SYRJAMAKI, Marja/REUNAMO, Jyrki/PESONEN, Henri/PIRTTIMAA, Raija/KONTU, Elina
The involvement of autistic children in early childhood education
2023
European journal of special needs education
, Vol.
38
, N°
6
, du
01/12/2023
,
p. 879-893
https://doi.org/10.1080/08856257.2023.2179310
Research on the involvement of autistic children in daily activities in inclusive early childhood education is scarce. In Finland, all children, including autistic children, under the age of seven (before basic education) are entitled to participate in early childhood education and care. Children also attend compulsory, free-of-charge pre-primary education during the year before their basic education begins. Furthermore, attending early childhood education and care is not dependent whether a child requires day care because of their parents' work. Autistic children attend early childhood education in inclusive day care centres. Thus, in this study, we examined the involvement of autistic children by focusing on the objects of their attention during daily activities in inclusive day care centres in Finland. The data were collected between 2017 and 2020, during the research and development project Progressive Feedback, in which children were observed using systematic sampling. The study material consisted of observations of seven autistic children as part of a larger sample of children. The data were analysed using statistical methods. The results indicated that, during their deepest involvement, autistic children expressed positive emotions regarding participation and collaborated with and directed their focus towards other children. Moreover, autistic children demonstrated the most intensive involvement during adult-supported play.
BIEN ETRE / DEVELOPPEMENT EMOTIONNEL / EDUCATION INCLUSIVE / EDUCATION PRECOCE / FINLANDE / JEU / TROUBLE DU SPECTRE AUTISTIQUE
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LIFSHITZ, Hefziba/SHNITZER MEIROVICH, Shlomit/VAKIL, Eli
Postsecondary University Education Improves Intelligence of Adult Students with Intellectual Disability: A Preliminary Study
2023
European journal of special needs education
, Vol.
38
, N°
6
, du
01/12/2023
,
p. 818-834
https://doi.org/10.1080/08856257.2023.2177944
This follow-up study aimed to examine (a) the impact of 4.5 years participation in postsecondary education (PSE) on students with intellectual disability (ID) compared to adults with ID who did not participate in PSE, (b) whether a different impact on crystallized and fluid intelligence after 4.5 years would be found among PSE students with higher and lower initial IQ, (c) micro-level individual differences in each PSE group. The WAIS-III was administered at Time 1 and after 4.5 years to PSE students in an inclusive full requirements model (n = 6; IQ = 66-72) and to the PSE students in the inclusive adapted requirements model (n = 6; IQ = 54 -61) and adults with ID who did not participate in the PSE (n = 12). Only PSE students showed improvement in FSIQ, verbal and performance IQ in this Time 2 evaluation, with individual differences between the students. FSIQ and verbal IQ of students with a higher IQ exceeded the diagnostic cutoff of ID (IQ < 70-75). Despite the small sample size, the findings indicate that time extension and mediation strategies enable adults with mild ID to achieve academic goals, thus, supporting the Compensation Age and the Mastery Learning theories.
ADULTE / DEFICIENCE INTELLECTUELLE / ENSEIGNEMENT SUPERIEUR / ISRAEL / PERFORMANCE INTELLECTUELLE / PROGRAMME D ENSEIGNEMENT / REUSSITE SCOLAIRE / VERBAL
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HOYBRATEN SIGSTAD, Hanne Marie/GARRELS, Veerle
Norwegian teachers' efforts in preparing students with mild intellectual disability for working life
2023
European journal of special needs education
, Vol.
38
, N°
6
, du
01/12/2023
,
p. 788-802
https://doi.org/10.1080/08856257.2023.2172895
People with intellectual disability are only marginally represented in the labour market, and research has identified several school-related barriers to their labour market participation. This study uses a qualitative method triangulation with eight teacher interviews and nine individualised educational plans (IEPs) to explore how teachers prepare students with mild intellectual disability (MID) for future employment in Norway. Document analysis illustrates which work-related goals teachers incorporate in students' IEPs. In-depth interviews with teachers provide additional information about teachers' efforts about helping their students become valued employees. Findings from this study indicate wide variation and room for improvement in how schools prepare students with MID for employment. Recommendations for research and practice are discussed in the article.
ACCES A L EMPLOI / DEFICIENCE INTELLECTUELLE / NORVEGE / PARCOURS INDIVIDUALISE / PREMIER EMPLOI / PROJET EDUCATIF
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ZDOUPAS, Philippos/LAUBENSTEIN, Désirée
Perceptions of inclusion in students with diagnosed behavioural, emotional and social difficulties (BESD) displaying internalising and externalising behaviour in inclusive and special education
2023
European journal of special needs education
, Vol.
38
, N°
5
, du
01/10/2023
,
p. 717-730
https://doi.org/10.1080/08856257.2022.2159281
The present study aimed at researching whether students with formally diagnosed behavioural, emotional and social difficulties (BESD) differ in their self-perceived emotional and social inclusion as well as in their academic self-concept, depending on individual behavioural pattern (externalising and internalising behaviour) and school setting (inclusive and special education). In order to examine these research issues, N=119 students with diagnosed BESD from grade five to eight in inclusive and special school classes in Germany, North-Rhine Westphalia were questioned about their school-linked self-perceptions. Two-way analyses of variance were applied in order to investigate the relations between the included variables. The results indicate that academic self-concept of students with BESD is significantly more positive in special education than in inclusive education. Self-perceived social inclusion and academic self-concept of students with internalising behaviour prove to be significantly more negative in comparison to students with externalising behaviour. Descriptive statistics indicate that especially students with internalising behaviour in inclusive education are affected by low self-perceptions in school.
ALLEMAGNE / BIEN ETRE / CONCEPTION DE SOI / EDUCATION SPECIALISEE / INCLUSION / PARCOURS SCOLAIRE / PERCEPTION / TROUBLE DU COMPORTEMENT / TROUBLE SOCIO EMOTIONNEL
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LATORRE-COSCULLUELA, Cecilia/RIVERA-TORRES, Pilar/LIESA-ORUS, Marta
Exploring teachers' perceptions of effective inclusive practices with students with ASD: a structural equation modelling approach
2023
European journal of special needs education
, Vol.
38
, N°
4
, du
01/08/2023
,
p. 466-481
https://doi.org/10.1080/08856257.2022.2120330
The role of teachers is considered one of the most decisive factors in the success or failure of a child with Special Educational Needs being taught and learning alongside their peers in mainstream settings. The objective of this study is to analyse the perceived efficacy of inclusive practices in achieving quality educational inclusion, and the intensity with which they are implemented in mainstream schooling contexts. The aim is also to study whether there is a positive effect of this perceived efficacy in achieving quality inclusion on pupils with Autism Spectrum Disorders. Similarly, it is analysed whether there is a mediating effect in this relationship of the variable related to the intensity of use (understood as the degree of use that teachers make of inclusive practices). To this end, 454 teachers from the Spanish education system completed an online questionnaire. Use of structural equation modelling reveals that the efficacy teachers perceive of the inclusive practices has positive effects on achieving the inclusion of these pupils. We found a mediating effect of the intensity with which the practices are implemented on this achievement of inclusion. The implications of these results are discussed with a view to introducing improvements in prior teacher-training programmes.
EDUCATION INCLUSIVE / ENSEIGNANT / ESPAGNE / FORMATION DES ENSEIGNANTS / PRATIQUE INCLUSIVE / SCOLARISATION EN MILIEU ORDINAIRE / SENTIMENT D EFFICACITE PERSONNELLE / TROUBLE DU SPECTRE AUTISTIQUE
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VORLICEK, Radek
Inclusion of a pupil with autism spectrum disorder in mainstream education in the Czech Republic
2023
European journal of special needs education
, Vol.
38
, N°
3
, du
01/04/2023
,
p. 440-449
https://doi.org/10.1080/08856257.2022.2076479
Along with the inclusive reform mainstream schools have become more open to children with autism spectrum disorder (ASD). Nevertheless, knowledge gaps related to educational research in autism remain. Little is known about the inclusion of children with ASD in mainstream education, especially in regions such as Central and Eastern Europe. The article fills this gap by focusing on an 8-year-old pupil with ASD in mainstream education during typical daily routines and activities. Special attention is devoted to the social position of this pupil in a school community as well as teacher practices in the first grade of a primary school in the Czech Republic. The article is based on ethnographic research, with observation as the main method. The results of the research indicate that pupils with ASD will be socially successful in mainstream Czech schools if we ensure that schools have sufficient and good-quality support. The article seeks to serve as a contribution to the debate on autism-friendly schools as well as on discussions with regard to monitoring the implementation of changes promoted in school systems in relation to inclusive education.
ECOLE PRIMAIRE / EDUCATION INCLUSIVE / ETHNOGRAPHIE / INTERACTION SOCIALE / RELATION ENTRE PAIRS / REPUBLIQUE TCHEQUE / TROUBLE DU SPECTRE AUTISTIQUE
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RAPTI, Danai/GEROGIANNIS, Demetris/SOULIS, Spyridon-Georgios
The effectiveness of augmented reality for English vocabulary instruction of Greek students with intellectual disability
2023
European journal of special needs education
, Vol.
38
, N°
2
, du
01/02/2023
,
p. 185-202
https://doi.org/10.1080/08856257.2022.2045816
For students with intellectual disability the need for effective teaching strategies in Foreign Language Learning is imperative. In recent years, the advent of Augmented Reality (AR) in Special Education has shown promising results. In the present research an AR intervention for English vocabulary instruction of three students with intellectual disability (ID) was implemented. A multiple probe across participants design was used to examine the effectiveness of an AR intervention on the students' responses regarding identified correct vocabulary items in English as a Foreign Language (EFL) in two thematic categories- food and animals. Results showed a functional relationship between the correct responses made during probe sessions and the implementation of the AR intervention for all three students. In addition, a follow up phase was conducted in order to evaluate the maintained outcomes, suggesting that there was a positive maintenance effect. Social validity was also assessed, indicating that the intervention package was practical and useful. Limitations of the present study and suggestions for future research are also discussed.
DEFICIENCE INTELLECTUELLE / ENSEIGNEMENT DE L ANGLAIS / GRECE / REALITE AUGMENTE / STRATEGIE D APPRENTISSAGE / VOCABULAIRE
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TIDEMAN, Magnus/KRISTEN, Lars/SZONYI, Kristina
The preparation for entry into adulthood - supported decision-making in upper secondary school for students with intellectual disability
2023
European journal of special needs education
, Vol.
38
, N°
2
, du
01/02/2023
,
p. 155-167
https://doi.org/10.1080/08856257.2022.2045814
The upper secondary school for individuals with intellectual disability should prepare for an adult life as an active citizen with great self-determination and participation in democratic decision-making processes. The extent to which and in what way the schools work to prepare the students and develop their skills are likely of great importance for the students' adult life. The purpose of the study was to increase the knowledge of how students with intellectual disability in Sweden are prepared for adulthood, with special focus on self-determination. Case studies on three schools were carried out through observations of decision-making processes and interviews with students and staff. The main findings consist of three different approaches to self-determination for students with intellectual disability: 'Targeted and Conscious', 'Forward with Uncertainty' and 'Braking and Protecting'. Increased knowledge about, and analyses of, the processes that take place when young people with reduced decision-making capacity, due to intellectual disability, make decisions with the support of others are important. Implications underline the need to strengthen the awareness, knowledge and support of school staff when it comes to strengthening students' decision-making capacity. The students with intellectual disability need to be equipped for a society where they as adults will be surrounded by choices and expectations of making decisions.
ACCES AU DROIT / AUTODETERMINATION / DEFICIENCE INTELLECTUELLE / EDUCATION AU DROIT / ENSEIGNEMENT SUPERIEUR / SUEDE
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OLSSON, Ingrid/NILHOLM, Claes
Inclusion of pupils with autism – a research overview
2023
European journal of special needs education
, Vol.
38
, N°
1
, du
01/01/2023
,
p. 126-140
https://doi.org/10.1080/08856257.2022.2037823
This overview, or review of reviews, synthesises the contributions of influential research on education of autistic pupils to a) characterise this research and b) analyse the potential of this research to further inclusive education. The 80 most-cited reviews in Web of Science targeting research on education of autistic pupils were analysed. From the standpoint of inclusive education, several shortcomings in the research field were identified: First, the reviews very seldom explicitly address inclusion. Second, when they do, inclusion is narrowly understood. Third, only about half of the reviews concerned regular education. Finally, most reviews report positive effects but provide limited knowledge about what methods are most useful for specific sets of pupils and in which situations. The majority explores how to reduce symptoms of autism and how to foster socio-communicative skills. The Inclusive Education Model (IEM) was developed to analyse how different types of research, including research not specifically addressing inclusion, provide different forms of knowledge about how to increase inclusive schooling. The findings are discussed in relation to needs for future research on inclusion and it is argued that the field would benefit from more explicit orientations towards inclusive education. The benefits and shortcomings of IEM are discussed.
EDUCATION INCLUSIVE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / REVUE DE LITTERATURE / TROUBLE DU SPECTRE AUTISTIQUE
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GUILLERM, Marine/MURAT, Fabrice/SIMON, Catherine/TRAORE, Boubou
,
DIRECTION DE L'EVALUATION ET DE LA PROSPECTIVE (Vanves, France)
Premiers résultats statistiques de l'Enquête harcèlement 2023
2024
du
01/02/2024
https://www.education.gouv.fr/premiers-resultats-statistiques-de-l-enquete-harcelement-2023-380517
En novembre 2023, à l'occasion de la journée nationale de lutte contre le harcèlement à l'école, tous les élèves du CE2 à la classe de Terminale ont été invités à remplir un questionnaire d'auto-évaluation mis à disposition de l'ensemble des écoles, collèges et lycées. À cette opération est adossée une enquête statistique afin de produire des indicateurs nationaux sur le harcèlement scolaire dans les écoles et établissements publics. L'enquête statistique a été menée auprès d'un échantillon de 21 700 élèves du CE2 à la Terminale. Ce qu'il en ressort : 5 % des écoliers du CE2 au CM2, 6 % des collégiens et 4 % des lycéens sont considérés comme victimes de harcèlement.
Cette vaste enquête sera désormais menée chaque année sous la forme d'un « Baromètre annuel du harcèlement en milieu scolaire » destiné à suivre l'évolution de ce phénomène, a annoncé la nouvelle ministre de l'éducation.
AUTOEVALUATION / ECOLE / HARCELEMENT
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LACRUZ-PEREZ, Irene/PASTOR-CEREZUELA, Gemma/TARRAGA-MINGUEZ, Raul/LUKE, Timo
Implicit and explicit measurement of pre-service teachers' attitudes toward autism spectrum disorder
2024
European journal of special needs education
, Vol.
39
, N°
1
, du
01/01/2024
,
p. 1-18
https://doi.org/10.1080/08856257.2023.2185858
This paper aims to understand how teachers' attitudes are contributing to or hindering the educational inclusion of students with autism spectrum disorder (ASD). Implicit and explicit measurement of the attitudes of fifty pre-service teachers towards ASD before and after a short-term training on Autism is presented. The explicit measure used was a Likert-type questionnaire, while the implicit measure was a Single Target Implicit Association Test (ST-IAT). After statistical analysis of the data, it was found that prospective teachers' explicit attitudes were positive before the short-term training, and they were significantly better after it. Conversely, participants' implicit attitudes were neutral before the short-term training, and no significant difference was found after it. Additionally, no statistically significant relation was obtained between explicit and implicit attitudes, either before or after training, which suggests that the used instruments measure different attitudinal constructs. According to the remaining findings, it is concluded that explicit attitudes may be more prone to social desirability bias than implicit ones, implying that future attitudes research regarding sensitive topics such as the educational inclusion of students with Autism should combine both measures. Moreover, implicit attitudes seem more difficult to change than explicit ones. Some implications for pre-service teacher education are discussed.
ATTITUDE / ESPAGNE / EXPLICITE / FORMATION DES ENSEIGNANTS / IMPLICITE / TROUBLE DU SPECTRE AUTISTIQUE
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ALALLAWI, Barah/DENNE, Louise D./APANASIONOK, Magdalena M./GRINDLE, Corinna/HASTINGS, Richard P.
Special educators' experiences of a numeracy intervention for autistic students
2022
European journal of special needs education
, Vol.
37
, N°
6
, du
01/12/2022
,
p. 965-978
https://doi.org/10.1080/08856257.2021.1989128
Very little qualitative research has been carried out about the experiences of educators who deliver mathematics evidence-based teaching programmes to autistic students. Using a semi-structured format, we interviewed ten educators who had been delivering the Teaching Early Numeracy to Children with Developmental Disabilities (TEN-DD) programme for eight months with autistic students in a special school setting. Reflexive thematic analysis findings indicated that taking part in the numeracy intervention was a valuable experience for both the educators and their students. There was initial scepticism about the intervention, but this was transformed to conviction during the implementation period. Educators reported an increased sense of competence in their teaching skills, evident in greater satisfaction and increased self-efficacy. Furthermore, there was a strong interest in continuing to use the numeracy intervention with students. There were also implementation challenges with TEN-DD, including students' challenging behavior. The implications of these findings are discussed.
CONDUITE D ENTRETIEN / EDUCATEUR SPECIALISE / NUMERATIE / STRATEGIE D INTERVENTION / TROUBLE DU SPECTRE AUTISTIQUE
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ISAAK, Ricarda Corinna/KLEINERT, Svea Isabel/WILDE, Matthias
Learning strategies of students with and without emotional and behavioural disorders in primary school
2022
European journal of special needs education
, Vol.
37
, N°
5
, du
01/10/2022
,
p. 790-803
https://doi.org/10.1080/08856257.2021.1954344
Learning strategies can be powerful learning tools. Some studies show that even primary school students use them. However, hardly any studies have investigated the use of learning strategies of students with special needs, especially for those with emotional and behavioural disorders, in primary schools. Thus, in the present study we examined whether students with special needs in emotional and behavioural disorders use learning strategies and whether their use differs from that of students without special needs. The sample consisted of 101 second, third, and fourth grade students (Mage = 9.41; SD = .86; 100% male), 44 of which were students with and 57 students without emotional and behavioural disorders. We used a questionnaire to measure the self-reported learning strategy use. Results revealed significant differences in rehearsal, organisation, elaboration, and effort in favour of the students without emotional and behavioural disorders. There were no significant differences regarding time management. Hence, future research is needed to investigate how students with special needs can improve their learning strategy use.
ALLEMAGNE / ECOLE PRIMAIRE / ELEVE A BESOINS EDUCATIFS PARTICULIERS / STRATEGIE D APPRENTISSAGE / TROUBLE DU COMPORTEMENT / TROUBLE SOCIO EMOTIONNEL
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SCHNEPEL, Susanne/AUNIO, Pirjo
A systematic review of mathematics interventions for primary school students with intellectual disabilities
2022
European journal of special needs education
, Vol.
37
, N°
4
, du
01/08/2022
,
p. 663-678
https://doi.org/10.1080/08856257.2021.1943268
This systematic review investigates the characteristics of effective mathematics interventions for students with intellectual disabilities (ID) age 5 to 12, focusing on early numeracy, arithmetic, and arithmetical problem solving skills. Twenty studies from 2008–2020 were reviewed: 17 had a single-subject design and three a group-comparison design. The studies included a total of 135 students with ID. Consistent with previous studies, the analysis showed that interventions with systematic and explicit instruction with feedback and the use of manipulatives are effective instructional approaches and strategies for students with ID. This study reveals that effective interventions are well-structured, high intensity learning sequences adapted to the students' achievement level. The intensity of an intervention requires careful consideration of the number of intervention sessions per week and their duration. Further studies should investigate which instructional strategy is most effective for each type of skill and the optimum intensity of interventions.
DEFICIENCE INTELLECTUELLE / ECOLE ELEMENTAIRE / ENSEIGNEMENT DES MATHEMATIQUES / INTERVENTION / NUMERATIE / REVUE DE LITTERATURE / SUISSE
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REY, Ana/FULLANA, Judit/PALLISERA, Maria
Personal support networks of adolescents with intellectual disabilities in secondary education
2022
European journal of special needs education
, Vol.
37
, N°
4
, du
01/08/2022
,
p. 554-568
https://doi.org/10.1080/08856257.2021.1911524
Social networks are essential for social inclusion as they create opportunities for the achievement of different types of social support. People with intellectual disabilities encounter barriers to establishing social relationships and often have reduced social support networks. A structured interview was designed with the aim of studying the characteristics of the personal support networks of adolescents with intellectual disabilities. 21 secondary schools and 2 special schools were contacted to ask for their collaboration in the recruitment of students with intellectual disabilities from 14 to 19 years old. Of these, 15 schools managed to recruit 27 students and obtain the consent of both their families and the participants. Information was collected on the composition of their personal networks and their functionality as support networks. The individual data of each participant was analysed using the EgoNet social network analysis software and the relationship set was analysed using statistical techniques. The study shows that reduced social networks are identified and that friendships, linked mainly to the school, and family members are the main sources of support. The study highlights the importance of promoting social relationships in adolescents with intellectual disabilities in order to increase opportunities to develop supportive relationships that favour social inclusion.
ADOLESCENCE / DEFICIENCE INTELLECTUELLE / ENSEIGNEMENT SECONDAIRE / ESPAGNE / RESEAU DE SOUTIEN SOCIAL
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