Academic literature on the topic 'Intégration scolaire – Psychologie'
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Journal articles on the topic "Intégration scolaire – Psychologie":
Tardieu-Bertheau, Régine, and Jean-Claude Lasry. "IDENTITÉ ETHNOCULTURELLE, BIEN-ÊTRE PSYCHOLOGIQUE ET PERFORMANCE SCOLAIRE DE JEUNES ADULTES ISSUS DE COUPLES MIXTES AU QUÉBEC." Revue québécoise de psychologie 39, no. 1 (April 25, 2018): 85–105. http://dx.doi.org/10.7202/1044845ar.
Mallet, Pascal, and Saïd Bousta. "La situation scolaire des adolescents issus des immigrations." L’Orientation scolaire et professionnelle 17, no. 2 (1988): 157–74. http://dx.doi.org/10.3406/binop.1988.1664.
Rochelemagne, Patricia, Alice Sédille, and Pascale d'Hervé Le Run. "Soins et intégration scolaire." Enfances & Psy 16, no. 4 (2001): 36. http://dx.doi.org/10.3917/ep.016.0036.
Lecerf, Odile, Séverine Portier Hertig, Myriam Elias, Matthieu Mansion, and Nathalie Nanzer. "Une intervention thérapeutique précoce en structures d’accueil de la petite enfance pour favoriser un bon développement et une bonne intégration des enfants." Devenir Vol. 36, no. 1 (January 31, 2024): 20–29. http://dx.doi.org/10.3917/dev.241.0020.
Marois, Alexandre. "Restauration des ressources cognitives par l'exposition à la nature." Psycause : revue scientifique étudiante de l'École de psychologie de l'Université Laval 8, no. 1 (September 5, 2019): 19–31. http://dx.doi.org/10.51656/psycause.v8i1.10110.
Bernard, Alix. "Handicap, intégration scolaire et dispositifs cliniques : questions éthiques." Cliniques méditerranéennes 80, no. 2 (2009): 301. http://dx.doi.org/10.3917/cm.080.0301.
Lemercier, Denis. "Intérêts et processus cognitifs d'élèves de l'enseignement technique." L’Orientation scolaire et professionnelle 14, no. 3 (1985): 229–52. http://dx.doi.org/10.3406/binop.1985.3946.
Sierra, Juan Fernández. "L’orientation professionnelle intégrée dans les programmes scolaires : de la socialisation à l’éducation." L’Orientation scolaire et professionnelle 28, no. 2 (1999): 327–42. http://dx.doi.org/10.3406/binop.1999.1280.
Suc-Mella, Pierre. "Quelle place de l’ aesh dans l’école inclusive ?" Empan 132, no. 4 (December 14, 2023): 108–15. http://dx.doi.org/10.3917/empa.132.0108.
Tricot, André, and Alain Rufino. "Recherche d’informations dans un système d’autodocumentation informatisé. Compte rendu d’expériences et proposition d’un modèle de l’activité." L’Orientation scolaire et professionnelle 25, no. 4 (1996): 557–87. http://dx.doi.org/10.3406/binop.1996.1168.
Dissertations / Theses on the topic "Intégration scolaire – Psychologie":
Chevallier-Rodrigues, Emilie. "Trajectoires scolaires et construction identitaire d'élèves en situation de handicap : rôle du sens de l'expérience scolaire." Electronic Thesis or Diss., Toulouse 2, 2016. http://www.theses.fr/2016TOU20117.
We would propose to contribute to knowledge building by directly investigate pupils concerns about their schooling experiment' sense and the development of self-representations in terms educational trajectories. Their characteristics and specificities would be highlighted. We met 111 intellectually disabled pupils, 51 girls and 60 boys, aged 7.5 to 16 years old (A (average) = 12.4 ; SD (standard deviation) = 2.08), schooled in ULIS based in primary school (N=44), ULIS based in secondary school (N=49) and in specialized environment (N=19), in the Midi-Pyrénées area. Five additional instruments, all suitable for pupils we met, have been used to collect our data : self-drawing and man drawing (Hurtig & Rohrer, 1979), a Q-Sort of self-representations (Pierrehumbert & Rankin, 1990), the questionnaire Les jeunes, l’école et leur avenir (Prêteur, Constant & Féchant, 2004), a drawing of real school and dreaming school Dessin de l’Ecole Réelle et de l’Ecole Imaginaire (Caglar, 1983) and an orally bilan de savoir (knowledge assessment) (Charlot, Bautier & Rochex, 1992).Our results show existence of plural educational trajectories which emphasize pupils in a disability situation’s schooling. Current context of schooling and methods of teaching are prominent dimensions of these trajectories. The sense of schooling experience, based on these trajectories, underlines higher values given to intellectual and schooling knowledge. The teacher is perceived as the principal mediating agent between pupils and knowledge. The lack of peer’s relations is also observed in their recreational activity. Studying links between the variables of our study disclose a moderated effect of sense given to their schooling experience, particularly in daily knowledge, relationships with teachers, link to peers and school content, in the relationship between educational trajectories and self-representation
Lacaille, Arnaud. "L'expérience scolaire en Ulis (Unité localisée pour l'inclusion scolaire) d'élèves souffrant de troubles des fonctions cognitives." Electronic Thesis or Diss., Orléans, 2011. http://www.theses.fr/2011ORLE1117.
The ethnographic field of research of this study was conducted in a “Unité localisée pour l’inclusion scolaire (Ulis)” (located unit for school inclusion) within the French national education system. The goal of this study is to describe the actual school-life of pupils who suffer from “cognitive disturbing functions”. Participating observation is the main methodological tool in this present thesis. After a long period of exploration, the“malentendus” are chosen as privileged units for analysis. The typology of these“malentendus” and their analyses show that the specificities of the very pupils’ schoolexperience are mainly the “accentuation”, the emphasis of what pupils of ordinary classes live. Cognitive disturbing functions do not lead to a difference of nature but to a difference of intensity in the transmission and in the acquisition of knowledge, in comparison with pupils who are in great difficulties in ordinary classes; it appears that numerous pupils of that Unit reject their handicapped status and dislike their school-life in this specific structure. The confrontation with the visions of ordinary class pupils and the rejection (the casting out) of some their schoolmates amplify sometimes this feeling of discomfort and ill-being; they also lead the pupils of this very structure to mask the fact they belong to these “located units for a school inclusion” (Ulis). To finish, the pupils of that very unit and their own families try to dotheir best to avoid their children and adolescents being advised or forced to enter a medicoprofessional institute (IMPro: specific schools and homes for intellectually handicapped and disabled youngsters)
Lacaille, Arnaud. "L'expérience scolaire en Ulis (Unité localisée pour l'inclusion scolaire) d'élèves souffrant de troubles des fonctions cognitives." Phd thesis, Université d'Orléans, 2011. http://tel.archives-ouvertes.fr/tel-00688952.
Chevallier-Rodrigues, Emilie. "Trajectoires scolaires et construction identitaire d'élèves en situation de handicap : rôle du sens de l'expérience scolaire." Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20117/document.
We would propose to contribute to knowledge building by directly investigate pupils concerns about their schooling experiment' sense and the development of self-representations in terms educational trajectories. Their characteristics and specificities would be highlighted. We met 111 intellectually disabled pupils, 51 girls and 60 boys, aged 7.5 to 16 years old (A (average) = 12.4 ; SD (standard deviation) = 2.08), schooled in ULIS based in primary school (N=44), ULIS based in secondary school (N=49) and in specialized environment (N=19), in the Midi-Pyrénées area. Five additional instruments, all suitable for pupils we met, have been used to collect our data : self-drawing and man drawing (Hurtig & Rohrer, 1979), a Q-Sort of self-representations (Pierrehumbert & Rankin, 1990), the questionnaire Les jeunes, l’école et leur avenir (Prêteur, Constant & Féchant, 2004), a drawing of real school and dreaming school Dessin de l’Ecole Réelle et de l’Ecole Imaginaire (Caglar, 1983) and an orally bilan de savoir (knowledge assessment) (Charlot, Bautier & Rochex, 1992).Our results show existence of plural educational trajectories which emphasize pupils in a disability situation’s schooling. Current context of schooling and methods of teaching are prominent dimensions of these trajectories. The sense of schooling experience, based on these trajectories, underlines higher values given to intellectual and schooling knowledge. The teacher is perceived as the principal mediating agent between pupils and knowledge. The lack of peer’s relations is also observed in their recreational activity. Studying links between the variables of our study disclose a moderated effect of sense given to their schooling experience, particularly in daily knowledge, relationships with teachers, link to peers and school content, in the relationship between educational trajectories and self-representation
Larzul, Stéphane. "Le rôle du développement des théories de l’esprit dans l’adaptation sociale et la réussite à l’école des enfants de 4 à 6 ans." Rennes 2, 2010. http://tel.archives-ouvertes.fr/tel-00505447/fr/.
Since the 80s, developmental psychologists showed the importance of the understanding of mental states, identified under the label "theories of mind ", in the child’s cognitive and social development. They go along with the concerns of works in sociology and in educational sciences which emphasize the way school requires school tasks representation as mental activities. In this context, the question which arises is whether theories of mind constitute individual psychological variables likely to support social adaptation and success at school. Twoempirical studies are presented here. They investigate the developmental link between theories of mind, social adaptation and school success. A cross sectional study was conducted on 3 groups of 4, 5 and 6 year old children (N=121) shows that the implicit understanding of mental states is more connected to the measures of social adaptation and success at school than is the level of explicit understanding. A longitudinal study tests, in the same way 40 children from 4 to 6-years old. Regression analyses confirm that the implicit understanding of the mental states contributes in a specific way to prediction of social adaptation and school success between the ages of 4 to 6. They also reveal that the configuration of theories of mind developmental markers favourable to social adaptation and to success at school is not the same during three years. These results show the importance of introducing theories of mind into the analysis of psychological factors which an contribute to social adaptation and to success at school
Collaone, Olga. "Destin d'un héros scolarisable : l'élève handicapé : de l'enfermement à la normalisation." Besançon, 2008. http://www.theses.fr/2008BESA1023.
In a covert and judicious manner, a nostalgia of the sacrificial system and its “efficiency” leads our society to seek substitutes to stem the permanent crisis provoked by conflicts at all levels. This dissertation posits that nowadays, disability plays the role of sacrificial substitute, not only in the imagination but all too often within the school system. The origin of this horse race game draws our attention to many aspects which all belong to the semantic field of scapegoat, the victim through which the cohesion of society is achieved. If segregation is unacceptable, what changes are needed to bring together in ordinary schools all the students and those who have been segregated because of their learning disabilities ? Recent liberal policies (Law 11-02-2005) have done little to break with the tradition of categorization. The discourse on difference and disability plays a major role in the communication of values and ideologies. It can create confusion and doubts, as well as reveal contradictions, ambiguities and inequalities. The assimilationist method provides any learner who adjusts to it with a reassuring feeling of “normality”. It is a sign that the child is “like the others”, the guarantee that he can meet the challenges of life. As a consequence, our desecrated society requires the disabled student to be a Hero, enduring inadequate and ever more competitive scholling like a Warrior
Bernier, Annie. "Modèles cognitifs d'attachement : structure et implications pour l'ajustement et le tutorat au collégial." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ57955.pdf.
Dufour, Joëlle, and Joëlle Dufour. "Intégration scolaire et construction identitaire : regard sur les expériences de jeunes sourds oralistes de la région de Haute-Normandie (France)." Master's thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/26126.
Ce mémoire documente les expériences d’intégration sociale et académique de jeunes adultes sourds oralistes de Haute-Normandie, ainsi que leurs perceptions sur leur identité. Il insiste sur l’influence exercée par les premières sur les deuxièmes, en plus de montrer comment les normes sociales et biomédicales orientent les représentations de leur identité et comment, en retour, ces représentations participent à la reproduction de ces normes. Cette étude s’inscrit dans le courant de l’anthropologie du handicap et de la surdité, et s’appuie principalement sur les concepts de stigmate et d’identité sourde. Ses résultats, qui reposent sur 33 entrevues réalisées auprès de jeunes sourds oralistes et de professionnels en surdité, dévoilent que les jeunes sourds oralistes éprouvent d’importantes difficultés scolaires et sociales. Par ailleurs, à travers leur constante recherche de conformité, ceux-ci semblent moins à même de réinterpréter leur surdité de manière positive et, de ce fait, de développer une identité culturelle sourde.
Bouchard, Claude. "Identification des besoins perçus des adolescents lorsqu'ils réintègrent leur milieu scolaire suite à une absence prolongée occasionnée par le traitement médical d'un cancer." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27530/27530.pdf.
Sitbon, Zwobada Claire. "Influence des modes de garde préscolaires lors de l'entrée en maternelle." Paris 10, 1994. http://www.theses.fr/1994PA100212.
Young children, before ent4ering into kindergarten, may have gone through various modes of nursing. Our research details with the effects of this mode of nursing as the detected in the first year of kindergarten, on a sampling of children respectively nursed by their mother, a maternal assistant or in a lady nursery. The scope of the study includes analyses of the behavior of the children in the classroom and in the playground one month after school return, en the second and in the third quarter. We analyze the behavior modes concerning social relations hip between children and with the teacher, and concerning equipement use and activities. Our results indicate that a stable and collective mode of nursing has positive influence on integration into kindergarten, mainly on the point of view of social relationship. The children nursed by their mother or by their nurse use different behavioral modes: they are slower to integrate into the group of equals; they are more dependent on the adult
Books on the topic "Intégration scolaire – Psychologie":
Messurier, Mark Le. Enseigner à des élèves ayant des comportements difficiles: Des pistes d'action concrètes pour une école inclusive. Montréal: Chenelière éducation, 2013.
Goupil, Georgette. Les élèves en difficulté d'adaptation et d'apprentissage. 3rd ed. Montréal, Qué: Chenelière-éducation, 2007.
Stephan, Walter G. Reducing prejudice and stereotyping in schools. New York: Teachers College Press, 1999.
Stephan, Walter G. Reducing prejudice and stereotyping in schools. New York: Teachers College Press, 1999.
Reid, Gavin. Learning styles and inclusion. London: Paul Chapman, 2005.
Martin, Agran, ed. Student-directed learning. Baltimore, Md: P.H. Brookes, 2003.
Williams, Richard. Breaking the cycle of educational alienation: A multi-professional approach. Maidenhead, Berkshire, England: Open University Press, 2006.
Côte, Sophie. Doué, surdoué, précoce, l'enfant prometteur et l'école. Albin Michel, 2002.
Biddle, Kimberly A. Gordon, and Ana Garcia-Nevarez. Developmentally Appropriate Curriculum and Instruction: Pedagogy for Knowledge, Attitudes, and Values. Taylor & Francis Group, 2021.
Biddle, Kimberly A. Gordon, and Ana Garcia-Nevarez. Developmentally Appropriate Curriculum and Instruction: Pedagogy for Knowledge, Attitudes, and Values. Taylor & Francis Group, 2021.
Book chapters on the topic "Intégration scolaire – Psychologie":
Tymoigne, G. "Intégration, équipe éducative et fonction contenante du psychologue de l'éducation." In Adaptation scolaire, 211–16. Elsevier, 2007. http://dx.doi.org/10.1016/b978-2-294-06822-5.50020-7.
Le Mézec, V. "Fonctions institutionnelles du psychologue et intégration scolaire d'enfants en situation de handicap." In Adaptation scolaire, 147–62. Elsevier, 2007. http://dx.doi.org/10.1016/b978-2-294-06822-5.50015-3.