Thèses sur le sujet « Studenti difficili »

Il presente lavoro tenta di studiare il fenomeno "stress degli insegnanti" nelle relazioni scolastiche, focalizzandosi prevalentemente sulla componente attribuibile alle relazioni instaurate con gli studenti con problemi emotivi, comportamentali e di apprendimento: gli studenti "difficili" (challenging students). In particolare, cogliendo l’occasione di lavorare con un gruppo di ricerca internazionale composto da ricercatori provenienti da sette differenti nazioni, lo studio presenta le fasi di sviluppo e applicazione di un nuovo strumento di indagine per l’analisi dello stress degli insegnanti nelle organizzazioni educative. Il Challenging Student Standard Questionnaire (CSSQ) è stato utilizzato in differenti contesti nazionali al fine di valutare le percezioni di stress degli insegnanti in relazione alla gestione dei comportamenti degli studenti, dei colleghi e della dirigenza scolastica con l’intento di sviluppare uno strumento valido ed affidabile in grado di dare conto delle diverse possibili fonti di stress correlate alla professione docente.

The purpose of this study was to discover how employed mothers who were graduate students coped with their many societal personas and still achieved their academic goals. Eight employed mothers who were graduate students were interviewed. Narrative inquiry guided the structure of the study. Phenomenological interviewing was used to gather evidence. A preinterview, a life history interview, a contemporary experience interview, and a reflective interview were conducted with each participant. All interviews were audiotaped and transcribed. Profiles for each participant were created using thematic analysis and were member checked to ensure accuracy.Themes identified through the literature review were verified through thematic analysis of the transcripts. The themes identified were strength, persistence, time, self-improvement, and gender bias. The basis for the participants' strength and persistence were the life-altering events and achievements they had encountered. The participants self-identified as "survivors." To fulfill their responsibilities they were adept multitaskers and used extensive support networks. Participants pursued their graduate degrees for better employment as well as self-fulfillment. Internalized gender bias was a significant contributor to each woman's feelings of guilt. Guilt was attributed to the societal expectations imposed through being a mother, an employee, and a student. Significant tension in the form of guilt occurred between participants' perception of the role of mother as nurturing and the role of the student as empowering. Each participant managed her guilt by realizing the "self as able." The participants came to appreciate "I am good at what I do," and achieved merged identities.Global, institutional, and individual implications came from this study. In order for U. S. society to compete on a global level, more women must be educated to compete for leadership roles. Societal stereotypes made earning a graduate degree difficult for the women in this study. Institutions of higher education and those who make policies within those institutions must realize that the majority of graduate students at the master's degree level, and those in education at the doctoral level, do not fit the traditional graduate student stereotype. Women, especially, experience role conflict. The tensions participants experienced were real. Institutions of higher learning must address such issues as childcare, time to degree completion, and course accommodation if they wish to attract and retain high-level graduate women. Overall, this study found that employed mothers who are graduate students do experience significant tension and in spite of many barriers, do succeed.<br>Department of Educational Studies

International students often desire to study overseas and many countries, including New Zealand, welcome them into their schools and universities. Students from Mainland China, one of the most populous countries in the world and, until quite recently closed to the rest of the world, have, in the past few years, made up the large majority of those who come to New Zealand to study. Those wishing to enter university after completing high school in China must acquire a specified level of English and successfully complete a two semester long Foundation Studies course, before being eligible for undergraduate study. Research into independent or self-regulated learning has shown that Western (mainly American) students are much more successful academically and enjoy their studies more if they are willing and able to self-regulate their learning. This research has occurred mostly in Western settings with Western participants. The present research using a mixed methods approach aimed to examine the self-regulated learning, epistemological beliefs, demographic factors and personality traits of Mainland Chinese students studying in the Foundation Studies course and to determine whether any of these factors appeared to have any appreciable effect on their experiences in the course and on their final outcomes. The research found that while no one specific factor seemed to determine experiences and outcomes, it would appear that personality characteristics of face, optimism and other Dependability scores may mediate factors such as ability (measured by grades), length of time in the country, self-regulated learning and motivational strategies (such as organisation, time management, effort regulation and self-efficacy), and previous independent learning to influence these experiences and outcomes. While it appears that the North American theory of self-regulated learning is applicable to these students, it seems that cultural beliefs may affect which self-regulatory factor is most salient in their academic outcomes. Further research would be valuable to clarify these differences.

The thesis focuses on the issue of the assessment of social work students in practice learning settings and draws on multi-disciplinary and international literature. The dissertation considers why practice assessors find it so difficult to fail social work students and what might get in the way of failing a student. The rationale for such an exploration concerns the relatively limited literature from both social work and other disciplines where there is a practice-learning element and what limited literature there is often appears under-theorised. A further rationale to explore this area of professional practice concerns the author‟s own experiences as a social work practitioner, practice assessor and social work educator. Located within a qualitative framework, the methodological influences on the research include: ethnography, life story and narrative approaches as well as practitioner-research paradigms; although it is clear that as the research progressed, practitioner-research paradigms became more influential. Based on twenty in-depth interviews with both new and experienced practice assessors, the research utilises the voice centred relational method to analyse the data. From this narrative process a number of stories emerge, including; “The Angry Story”, “The Dramatic Event Story”, “The Guilty Story”, “The Idealised Learner Story”, “The Internalising Failure So I Couldn‟t Always Failure Them Story”, “The Lack of Reflection Story” and the “What is my Role/Assessment Story”. Psychodynamic frameworks have been employed to theorise and make sense of these various stories as well as transactional analytical perspectives. Differences in approach to practice assessing are also considered, most notably around how practice assessors‟ conceptualise, make use of and understand the assessment process. It is also clear that disability, gender, ethnicity, class and sexuality also impact on the assessment process. For some practice assessors, ultimately the evidence of students' competence appears to rest on hope. It appears that some practice assessors are still giving students “the benefit of the doubt” a phrase coined thirty years ago by Brandon and Davies (1979) in a wide ranging but still very relevant study of the assessment of social work students in practice settings. Practice assessors thus find it difficult to fail students because of: Their lack of reflection about the intense emotions raised; The internalisation of these intense feelings; Lack of support from colleagues, the Higher Education Institute (HEI) and tutors; Lack of understanding about the process of assessment; Difficulties in managing the multifaceted role of the practice educator including the lack of acknowledgment of the gate keeping function.The dissertation concludes that although practice assessors have a very clear understanding of what behaviours might hypothetically cause a student to fail the practice learning opportunity, the reality is that not all practice assessors go on to fail the student. The high emotionality often associated with the process of managing a potentially failing student on placement often obscures the process. The thesis argues the need for practitioners to consider the intense feelings that arise in difficult practice learning opportunity situations in a more reflective, contained and considered manner. A number of ways forward have been suggested in light of these findings, including the need to pilot a reflective toolkit for practice assessors and students alike.

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>A presente dissertação, intitulada Passar é fácil, continuar é que é difícil... A permanência de alunos bolsistas na PUC-Rio resulta de uma pesquisa realizada junto aos alunos bolsistas provenientes de Pré-Vestibulares Comunitários e do ProUni que tiveram acesso à universidade e são atendidos pelo Projeto Fundo Emergencial de Solidariedade da PUC-Rio (FESP). Além da análise de dados quantitativos referentes ao perfil dos alunos atendidos em 2007, foram realizadas entrevistas semi-estruturadas com 16 alunos acompanhados pelo FESP para se conhecer suas percepções a respeito do mesmo, bem como as estratégias que utilizaram para permanecer na universidade antes de serem atendidos pelo Projeto. Foi também realizado o resgate histórico do FESP, sua criação e construção ao longo de dez anos de trabalho desenvolvido. Para este resgate, se procedeu à leitura e análise de documentos constantes de seus arquivos e se entrevistou professores e funcionários que participaram de sua construção inicial e os que ainda participam na atualidade. Os resultados finais apontam para a necessidade de se implementar políticas de assistência estudantil que possibilitem aos alunos em condição de pobreza, a permanência numa instituição de ensino superior quer seja, do âmbito privado ou do público.<br>This dissertation, To get in is not difficult, the problem is how to hang in there… The permanence of scholarship students in PUC-Rio is the result of an empirical research, which includes the analysis of students, originating from Preparatory Community Courses for the Admission Exam and ProUni, who earned scholarships and were assisted by the Emergency Solidary Fund offered by PUC-Rio (FESP). Besides the analysis of a quantitative data on the profile of the assisted students, collected in 2007, semi-structured interviews were carried out with 16 FESP students in order to understand their perceptions about the project. In addition, strategies used by these students to persist at the university before being included into this program were analyzed. Document and archive analyses were conducted to present a brief overview of the history of FESP, including its creation and development over the ten years of the project. Also included were interviews with university teachers and staff members who participated in implementing the FESP project. The findings of this study suggest the need for a wider undergraduate student assistance program to guarantee the permanence into private and public universities of students who financial support.

Thesis (Ph. D.)--Michigan State University. Dept. of Curriculum, Teaching, and Educational Policy, 2008.<br>Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 175-186). Also issued in print.

Cette thèse a pour objectif de mieux comprendre les états émotionnels des enseignants d’E.P français et catalans et leurs modalités d’expression en situation de classe. Les participants ont été filmés en situation réelle d’enseignement durant 10 séances, puis des entretiens ont effectués immédiatement après la leçon pour recueillir les mesures des intensités d’état de colère et leurs verbalisations. Ces données ont d’abord permis l’élaboration de 144 fiches illustratives faisant référence à leurs états émotionnels, aux éléments signifiants du contexte, à leur manière de faire face, et à leurs justifications. Cellesci ont ensuite été analysées au travers d’un traitement mixte. Les résultats ont indiqué des différences entre les enseignants français et catalans, liées à la fois aux normes culturelles et à leur expérience. Les analyses qualitatives et quantitatives ont porté sur : (1) les types de provocations d’élèves (niveau d’organisation des règles transgressées, intensités générées chez les enseignants, caractère sexué), (2) les états de colère (intensité, travail émotionnel), (3) les modalités d’expression (colère « In », « Out », « contrôlée »), et (4) les variables situationnelles expliquant la variabilité des intensités (degré du dommage, caractère volontaire). Les spécificités supposées de la relation professeur-élèves en éducation physique et les caractéristiques de contexte des écoles classées en éducation prioritaire sont discutées au regard des résultats<br>The main objective of this doctoral dissertation was to understand in greater details the emotional states in french and catalan physical education teachers, and to see how they might express it when the perceived student misbehavior. Teachers have been videotaped when interacting with the students in classroom during 10 lessons. We further evaluated the intensity of the emotional states and recorded the participants’ comments during retrospective interviews. These data led to the elaboration of 144 briefs representative descriptions referring to their emotional states, the significant characteristics of the context, the way to react, and their justifications. Furthermore, these data were analysed using mixed methodology. Overall, he results provided evidence of group differences, probably due to cultural norms and expertise. Qualitative and quantitative analyses qere carried out to determine (1) the student’smisbehaviors (level of organization, intensity of the teacher’s emotional state, gender), (2) emotional states (intensity, emotional work), (3) the way to express it (anger “In”, “out”, “control”), and (4) situational variables predicting the variability of the intensity (degree of damage, volunteer characteristics). The specificity of the relationship between teachers and students in physical education and school context caracterics in priority areas is specifically discussed

Som blivande lärare i biologi och kemi på gymnasiet är det intressant att undersöka elevers inställning till dessa ämnen. Finns det en parallell mellan elevers intresse för en kurs och vad elever upplever är en svår kurs? För att kunna göra en jämförelse mellan kurserna har studien gjorts utifrån ämnesomsättningen i Biologi 2 samt Kemi 2. Syftet har varit att ta reda på vad som påverkar gymnasieelevernas intresse till Biologi 2 och Kemi 2, samt vilken kurs de tycker är svårast. Syftet har även varit att undersöka elevernas beskrivning av ämnesomsättningen i de båda kurserna. Studien behandlar även vad lärare i kurserna tror att eleverna har svarat på dessa frågor. Studien har genomförts genom enskilda kvalitativa intervjuer med 20 gymnasieelever samt två lärare från ett naturvetenskapligt program. Intervjuresultatet visade att 94 procent av eleverna tyckte att Kemi 2 var svårt och ointressant. Kemikursen innehöll delar som de hade svårt att relatera till samt var svåra att koppla till sin vardag. Biologi 2 beskrevs som mer intressant då kursen bland annat var lättare att koppla till vardagen. Elevernas beskrivningar av ämnesomsättningen i de båda kurserna hade stora skillnader. Eleverna beskrev området utifrån spjälkning av näringsämnena i Biologi 2, men utifrån cellandningen i Kemi 2. Studien har givit ny kunskap om gymnasieelevers inställning till Biologi 2 och Kemi 2. För att ta reda på varför eleverna har beskrivit ämnesomsättningen olika i de båda kurserna samt varför Kemi 2 anses vara en svår kurs krävs vidare forskning.<br>As a future teacher in biology and chemistry in high-school it’s interesting to investigate students' attitude towards these courses. Is there a parallel between students' interest in a course and what they experience is a difficult course? To make a comparison, the study has been done based on the metabolism in Biology 2 and Chemistry 2. The purpose has been to find out what influences the high schoolers' interest in Biology 2 and Chemistry 2, and what course they find most difficult. It has also been to investigate how students describe the metabolism in both courses. The study corporate what teachers think that the students have answered on these questions. The study has been conducted through individual qualitative interviews with 20 high-school students and two teachers from a science program. The result showed that 94% of the students felt that Chemistry 2 was difficult and uninteresting. Chemistry included parts that students had difficult to relate to and to connect to their everyday lives. Biology 2 was described as more interesting as the course easier connected to their everyday life. The students' descriptions of the metabolism in both courses differed. The students described the area from the digestion of nutrients in biology, but from the respiration in chemistry. The study has given new knowledge of high-school students attitudes towards Biology 2 and Chemistry 2. To find out why the students have described the metabolism differently in both courses and why Chemistry 2 is considered a difficult course, further research is required.

In this thesis, I trace my personal journey and the precursors of unlearning and conversation necessary to start to move towards anti-racism. With a focused look on specific aspects of feminist history, Scripps College as a place was historically contextualized. This allowed for an exploration of its student body, a look at the ways in which traditional gender meanings and expectations necessarily operate within that space. White students who claim the label feminist add complexity to that space, though their reactions to conversations of race can be traced back to the historic and gender over-determined systems of domination and victimhood that produce caustic white feminist tears. Finally, different ways of having difficult conversations are discussed, along with detailed understandings of why those conversations are necessary. In conclusion, I try to envision a kind of feminism that I would like myself and my peers to continue to work for, and emphasize again the sort of education that one must undergo in order to continue their awareness and work.

Объектом исследования явились представления психологов о трудностях психологического консультирования. Предметом исследования стало содержание представлений о трудностях психологического консультирования у практикующих психологов и студентов психологических направлений подготовки. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (80 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 140 страниц, на которых размещены 11 рисунков и 47 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме трудностей психологического консультирования. Представлены разделы, посвященные особенностям клиента и особенностям консультанта. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: методу опроса экспертов; методу семантического дифференциала; методике незаконченных предложений; методике самооценки эмоционально-личностного благополучия Л.В. Карапетян, Г.А. Глотова; Методике диагностики эмоционального интеллекта Н. Холла; Методике диагностики уровня субъективного контроля Е. Ф. Бажина, Е. А. Голынкиной, Л. М. Эткинда. В главе представлен дескриптивный, сравнительный и корреляционный анализ результатов исследования, а также контент-анализ результатов исследования по методике незаконченных предложений и угловое преобразование Фишера. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам.<br>The research object was the representations of psychologists about the difficulties of psychological counseling. The research subject was the content of representations about the difficulties of psychological counseling among practicing psychologists and students of psychological training areas. The master’s thesis consists of an introduction, two chapters, a conclusion, a list of references (80 sources), and an appendix, which includes forms of the applied techniques. The master’s thesis volume is 140 pages, which contain 11 figures and 47 tables. The introduction reveals the relevance of the research problem, the degree of development of the problem, sets the goal and objectives of the research, defines the research object and subject, formulates the main and additional hypotheses, specifies the methods and empirical base, as well as the research stages, scientific novelty, the theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the subject of the difficulties of psychological counseling. The sections devoted to the peculiar features of the client and the characteristics of the consultant are presented. The conclusions of the first chapter represent the results of the research of the theoretical material. The second chapter is devoted to the research empirical part. It contains the description of the organization and methods of the conducted research and the results obtained by all the techniques used: the method of interviewing experts; the method of semantic differential; the method of unfinished sentences; the method of self-assessment of emotional and personal well-being by L.V. Karapetyan, G.A. Glotova; the method for diagnosing emotional intelligence by N. Hall; the method of diagnosis of the level of subjective control by E.F. Bazhin, E.A. Golynkina, L.M. Etkind. The chapter presents a descriptive, comparative, and correlation analysis of the research results, as well as a content analysis of the research results under the method of unfinished sentences and the Fisher angular transformation. The conclusion summarizes the results of the research theoretical and empirical parts, as well as the findings on the hypotheses put forward.

BACKGROUND: The ability to disclose bad news to patients is a complex and essential skill for health care providers. Although certain specialties have a higher incidence of engaging in these conversations, this task is done regardless of a provider’s discipline. There are many components to breaking bad news, some of which include finding a private setting, eliciting how much the patient wants to know, providing clear information, and responding to the patients’ emotional needs and reactions. As this task is associated with a large amount of emotional stress, the outcome of this exchange can have lasting impact on both the provider and patient. Unfortunately, patients are dissatisfied with how they receive bad news, and providers admit to lack of comfort and knowledge with this task. LITERATURE REVIEW FINDINGS: Studies show that inadequate education is main area for improvement. Fortunately, the ability to break bad news is a teachable and retainable skill. Didactic sessions, role-play, and small groups are some of the available models used to educate learners. There is promising evidence for the incorporation of SPs into various curricula, because they provide an opportunity for students to learn without compromising patient safety and allow for feedback useful to enhancing skills. PAs are valued health care providers who practice across a variety of specialties. As their education is similar to that of a medical student, and they practice autonomously under the supervision of a physician, it is equally important that they are able to successfully break bad news. However, there are few studies that examine the PA student curriculum for breaking bad news education. Furthermore, there are no studies that examine PA student competency with this skill. PROPOSED PROJECT: The goal of this study is to use a literature review to create a novel curriculum that employs SPs to increase PA students’ competencies for breaking bad news. CONCLUSIONS: An optimal curriculum intervention will include opportunities for feedback, discussion, and practice. SPs can help aid with many of these components, as well as assess interpersonal and technical components of breaking bad news. SIGNIFICANCE: It is expected that the results of this study will parallel those identified for medical students, and PA students’ skills will improve to meet the standards set forth by the ARC-PA. It is the hope that the results of this study will serve as an initial platform for future studies aimed at PAs’ ability to disclose bad news to patients.

This qualitative, phenomenological study examined the experiences of four African American undergraduate students and two White professors, all current or former affiliates of a predominantly White university (PWI) in the Midwest. The objective was to gain an understanding of whether their experiences were ones that have been addressed in the past and recent research surrounding why African American undergraduates leave college before graduating and to determine if any changes in practices of beliefs occurred since their participation in the Difficult Dialogue. The data were collected using the evaluations from the Difficult Dialogue event and in-depth interviews. The data were then analyzed using a narrative analysis where recurring themes were highlighted and used to find dominant themes. The study confirmed findings that students feel isolated while attending a predominantly White college. New findings in the professor-student engagement include: 1) lack of student self-advocacy in the student-professor relationship 2) lack of professor awareness of students’ feelings of exclusion and isolation, 3) professor discomfort in reaching out to African American undergraduate students, and 4) an overall lack of awareness of one another’s feelings. The most salient conclusions from these encounters with African American undergraduates and professors was that an opportunity to communicate in a purposeful dialogue or the process of “thinking together” collectively allowed group participants to examine their preconceptions and prejudices, as well as explore the creation of new ideas.

碩士<br>國立高雄第一科技大學<br>應用英語所<br>91<br>ABSTRACT Previewing refers to the activity in which previews are provided prior to reading with intent to equip readers with background knowledge essential for understanding the subsequent selections. And previews are introductory materials characterized by such information as thought-provoking questions, description of characters, setting, and plot up to the point of climax, directions for reading, and definitions of difficult vocabulary (Graves, Prenn, & Cooke, 1985). In the literature, many empirical studies have demonstrated the profound effectiveness of previewing in comprehending difficult texts with L1 readers in elementary, junior high and high schools (Graves & Cooke, 1980; Graves, Cooke, & LaBerge, 1983; Graves & Palmer, 1981; Graves & Prenn, 1984). However, few if any systematic attempts have been put forth to probe the utility of previewing for EFL readers in Taiwan''s technological universities. The current study, for that reason, set out to investigate the effects of previewing on technological university students’ reading comprehension of difficult texts. Sixty-eight students at NKFUST were assigned to two reading conditions on a random basis: one with previewing treatment and the other without. In the experiment, the previewing group was presented with a preview ahead of reading each story whereas their control counterparts read stories at the absence of any assistance provided in advance. Immediately after, a multiple-choice posttest, containing questions of different types (main ideas and details, vocabulary, and inferences), was employed to gauge students'' overall comprehension as well as their comprehension of textual ideas at different levels. Additionally, to tap the extent to which readers embrace positive attitudes towards previewing, two questionnaires were given to glean relevant information. Finally, an open-ended question garnered students’ opinions in terms of information helpful in facilitating reading comprehension if given before reading. Several t-tests were performed to analyze students’ scores on the comprehension tests while their responses to the attitude questionnaires and the open-ended question were simply tallied and presented. Major findings are summed up as follows. First, previewing significantly improved students’ overall reading comprehension. Second, previewing substantially increased students’ reading comprehension at three different levels. Third, no significant effects were detected for previewing on story reading time. Fourth, students generally embrace positive feelings towards previewing. Fifth, in most students’ eyes, the three most helpful information items to be given prior to reading a story are summary, vocabulary lists, and characters.

碩士<br>國立臺東大學<br>特殊教育學系碩士班<br>98<br>Abstract The purpose of this study was to explore the effects of remedial teaching for phonetic symbols that are designed for those students who had difficulties in these fields.At the same times,the researcher collected the effectiveness of reading and dictation in phonetic symbols.Furthermore, the researcher also gathered the opinions of teaching for teachers and students. The research methods of this study was single subject of cross-subjects design of multi-probe and the research subjects are three students who were first-year elementary. with learning difficulties. Each student received a six-week, weekly 3 classes, each 40 minutes of teaching experiments. In this study, visual analysis, C statistical validity and social validity analysis to explore the experimental results to understand the effectiveness of their teaching. The results were as follows: 1. After phonetic alphabet system of teaching pedagogy, children with learning difficulties identified in the phonetic alphabet had been very successful in reading ability. 2. After teaching phonetic symbol system of remedial teaching, phonetic alphabet dictation of children with learning difficulties had the significant immediate effectiveness. 3. Phonetic alphabet system of teaching effectiveness to children and their class teachers are affirmed certainly. Finally, for future teaching and researc, this study provided some relevant advices and guidance.

University of Technology Sydney. Faculty of Arts and Social Sciences.<br>This research presents a grounded interrogation of students’ perceptions and experiences of teaching and learning in two mandatory stand-alone Critical Indigenous Australian Studies subjects at an Australian university. The study proffers rare empirical insight into the student experience of teaching and learning about colonialism, racism, whiteness and privilege. It contributes to building a better understanding of the complexities, opportunities, challenges and risks of four specific pedagogical approaches: critical anticolonialism, critical race theory, critical whiteness and intersectional privilege studies. The research was conducted by way of a critical ethnographic process involving in-depth interviews with students and teachers, focus group discussions with students and classroom observations. The research design was built on critical social constructionist foundations informed by poststructural and critical hermeneutical theoretical perspectives. The study produced two key findings. The first is that learning in Critical Indigenous Australian Studies is inherently affective. Affectivity plays a determinant role in the opportunities, challenges and risks of teaching about colonialism, racism, whiteness and privilege. This finding signposts the need to take into serious consideration the emotionally onerous task of teaching and learning in Critical Indigenous Australian Studies and the need for compassionate pedagogical approaches and strategies that can productively navigate and manage affectivity. The second key finding is that if Critical Indigenous Australian Studies is to inspire and motivate students to act for social justice and social change, teaching and learning must focus equally on both the ‘know-what’ and the ‘know-how’. Knowing what the urgent matters are without the cultivation of practical skills to engage in social change action falls short of meeting teaching and learning objectives. A dedicated and substantive focus on cultivating practical social change skills such as discursive counter-narrative skills is a pedagogical pathway toward empowering, inspiring and motivating students to act for social change.

Ces prolégomènes étudient l’évolution conceptuelle et politique de l’intégration scolaire comme introduction à l’analyse de la construction de la légitimité de la politique de l’adaptation scolaire. Ils s’intéressent d’abord au mouvement des courants de scolarisation des élèves handicapés ou en difficulté d’adaptation ou d’apprentissage (EHDAA) et à leurs mutations au regard de leurs fondements. Puis, ils les explorent dans le contexte du Québec, à partir de l’étude de l’évolution de la Politique de l’adaptation scolaire de 1978 à 1999 et des changements intervenus dans l’orientation, l’organisation des services et l’identification des catégories d’élèves concernés par cette politique. Ces changements sont également mis en perspective avec la question de la mise en œuvre de la politique par les acteurs scolaires, considérée comme un espace de redéfinition des problèmes et de légitimation de la politique. Il montre que l’évolution de la Politique de l’adaptation scolaire se situe entre la permanence et le changement dans la conception de scolarisation des élèves HDAA sous-tendus par une difficile mise en œuvre et légitimation de la politique.<br>These prolegomena inquire on the political and conceptual evolution of school integration as a mere introduction to the analysis of the making of a legitimized policy regarding special education. It first explore the different schooling trends, and their evolutive core, designed for students with handicaps, social maladjustments or learning disabilities; then situate it within three frame of reference unique to Quebec : the study of the evolution between 1978 and 1999 of the policies on special education and their positioning, the management of such services as well as the grouping and labeling of any student concerned by those policies. These variations are later questioned by the application of such policies by the different players, as their application is considered to be the mold for any problem diagnosis as well as a legitimising podium. Ultimately, the highlights of this particular evolution of policies on special education is positioned between changes and durability of the schooling approach for special students, and is underlained by a difficult implementation and legitimization.

碩士<br>國立臺灣師範大學<br>工業教育學系在職進修碩士班<br>99<br>This study discussed the problems and difficulties that general education teachers encounter when teaching physical and psychological disabled students, taking junior high school teachers in Yunlin County as examples. Moreover, the study also explored the effect of personal variables, including sex, marriage, education, professional background and experiences, job duties, as well as environmental variables such as school size, states of disabled students, and availability of resource rooms on teaching difficulties. Survey study was adopted as the main research method, and the samples are from the teachers of regular classes with disabled students in public junior high schools of Yunlin County. One hundred and thirty six questionnaires were sent out and effective samples retrieved were one hundred and twenty. The data was analyzed by percentages, means, standard deviations, and measured with t-test and single factor variable analysis, and the answers of hypothetical questions were compared and evaluated. The results are concluded as follows: 一、In general, teachers in regular classes are facing challenges and difficulties in teaching disabled students in junior high schools of Yunlin County. The difficulty level is medium-to-high. 二、The dimensions of teaching difficulties are as followed from high to low: curriculum and teaching, classroom management, parent’s attitude, and ways of assessment. 三、The teaching difficulties for teachers teaching disabled students of junior high schools are different with personal background variables. Factors such as marriage, professional background, and job duty yield significant differences on the dimension of parent’s attitude. 四、Regarding the teaching difficulties for teachers teaching disabled students in regular classes of junior high schools, the most significant factors of the environmental variables is the school size, it made considerable difference on the dimension of parents’ attitude. The researches have provided many suggestions according to the research findings. It is expected to be helpful reference for schools, educational agencies, junior high school teachers, parents and future researchers.

INTRODUZIONE: Il presente progetto di ricerca nasce all’interno di un Dottorato Eureka, sviluppato grazie al contributo della Regione Marche, dell’Università di Macerata e dell’azienda Jobmetoo by Jobdisabili srl, agenzia per il lavoro esclusivamente focalizzata sui lavoratori con disabilità o appartenenti alle categorie protette. Se trovare lavoro è già difficile per molti, per chi ha una disabilità diventa un percorso pieno di ostacoli. Nonostante, infatti, la legge 68/99 abbia una visione tra le più avanzate in Europa, l’Italia è stata ripresa dalla Corte Europea per non rispettare i propri doveri relativamente al collocamento mirato delle persone con disabilità. Tra chi ha una disabilità, la disoccupazione è fra il 50% e il 70% in Europa, con punte dell’80% in Italia. L’attuale strategia europea sulla disabilità 2010-2020 pone come obiettivi fondamentali la lotta alla discriminazione, le pari opportunità e l’inclusione attiva. Per la realizzazione di tali obiettivi assume un’importanza centrale l’orientamento permanente: esso si esercita in forme e modalità diverse a seconda dei bisogni, dei contesti e delle situazioni. La centralità di tutti gli interventi orientativi è il riconoscimento della capacità di autodeterminazione dell’essere umano, che va supportato nel trovare la massima possibilità di manifestarsi e realizzarsi. Ciò vale ancora di più per le persone con disabilità, in quanto risultano fondamentali tutte quelle azioni che consentono loro di raggiungere una consapevolezza delle proprie capacità/abilità accanto al riconoscimento delle caratteristiche della propria disabilità. L’orientamento assume così un valore permanente nella vita di ogni persona, garantendone lo sviluppo e il sostegno nei processi di scelta e di decisione con l’obiettivo di promuovere l’occupazione attiva, la crescita economica e l’inclusione sociale. Oggi giorno il frame work di riferimento concettuale nel campo della disabilità è l’International Classification of Functioning, Disability and Health (ICF), il quale ha portato a un vero e proprio rovesciamento del termine disabilità dal negativo al positivo: non si parla più di impedimenti, disabilità, handicap, ma di funzioni, strutture e attività. In quest’ottica, la disabilità non appare più come mera conseguenza delle condizioni fisiche dell’individuo, ma scaturisce dalla relazione fra l’individuo e le condizioni del mondo esterno. In termini di progetto di vita la sfida della persona con disabilità è quella di poter essere messa nelle condizioni di sperimentarsi come attore della propria esistenza, con il diritto di poter decidere e, quindi, di agire di conseguenza in funzione del proprio benessere e della qualità della propria vita, un una logica di autodeterminazione. OBIETTIVO: Sulla base del background e delle teorie di riferimento analizzate e delle necessità aziendali è stata elaborata la seguente domanda di ricerca: è possibile aumentare la consapevolezza negli/nelle studenti/esse e laureati/e con disabilità che si approcciano al mondo del lavoro, rispetto alle proprie abilità, competenze, risorse, oltre che alle limitazioni imposte dalla propria disabilità? L’obiettivo è quello di sostenere i processi di auto-riflessione sulla propria identità e di valorizzare il ruolo attivo della persona stessa nella sua autodeterminazione, con la finalità ultima di aumentare e migliorare il match tra le persone con disabilità e le imprese. L’auto-riflessione permetterà di facilitare il successivo contatto dialogico con esperti di orientamento e costituirà una competenza che il soggetto porterà comunque come valore aggiunto nel mondo del lavoro. METODI E ATTIVITÀ: Il paradigma teorico-metodologico adottato è un approccio costruttivista: peculiarità di questo metodo è che ciascuna componente della ricerca può essere riconsiderata o modificata nel corso della sua conduzione o come conseguenza di cambiamenti introdotti in qualche altra componente e pertanto il processo è caratterizzato da circolarità; la metodologia e gli strumenti non sono dunque assoggettati alla ricerca ma sono al servizio degli obiettivi di questa. Il primo passo del progetto di ricerca è stato quello di ricostruzione dello stato dell’arte, raccogliendo dati, attraverso la ricerca bibliografica e sitografica su: l’orientamento, la normativa vigente in tema di disabilità, i dati di occupazione/disoccupazione delle persone con disabilità e gli strumenti di accompagnamento al lavoro. A fronte di dati mancanti sul territorio italiano relativi alla carriera e ai fabbisogni lavorativi degli/delle studenti/esse e laureati/e con disabilità, nella prima fase del progetto di ricerca è stata avviata una raccolta dati su scala nazionale, relativa al monitoraggio di carriera degli studenti/laureati con disabilità e all’individuazione dei bisogni connessi al mondo del lavoro. Per la raccolta dati è stato sviluppato un questionario ed è stata richiesta la collaborazione a tutte le Università italiane. Sulla base dei dati ricavati dal questionario, della letteratura e delle indagini esistenti sulle professioni, nella fase successiva della ricerca si è proceduto alla strutturazione di un percorso di auto-orientamento, volto ad aumentare la consapevolezza nelle persone con disabilità delle proprie abilità e risorse, accanto a quella dei propri limiti. In particolare, il punto di partenza per la costruzione del percorso è stata l’Indagine Istat- Isfol sulle professioni (2012) e la teoria delle Intelligenze Multiple di H. Gardner (1983). Si è arrivati così alla strutturazione del percorso di auto-orientamento, composto da una serie di questionari attraverso i quali il candidato è chiamato ad auto-valutare le proprie conoscenze, le competenze, le condizioni di lavoro che gli richiedono più o meno sforzo e le intelligenze che lo caratterizzano, aggiungendo a questi anche una parte più narrativa dove il soggetto è invitato a raccontare i propri punti di forza, debolezza e le proprie aspirazioni in ambito professionale. Per sperimentare il percorso di auto-orientamento creato, nell’ultima fase della ricerca è stato predisposto uno studio pilota per la raccolta di alcuni primi dati qualitativi con target differenti, studenti/esse universitari/e e insegnanti di scuola superiore impegnati nel tema del sostegno e dell’orientamento, e utilizzando diversi strumenti (autopresentazioni, test multidimensionale autostima, focus group). CONCLUSIONI: I dati ottenuti dallo studio pilota, seppur non generalizzabili, in quanto provenienti da un campione esiguo, hanno evidenziato come il percorso di auto-orientamento attivi una riflessione sulla visione di sé nei diversi contesti e un cambiamento, in positivo o in negativo, nell’autostima e nella valutazione di sé in diverse aree, ad esempio nell’area delle relazioni interpersonali, del vissuto corporeo, dell’emotività ecc. Tali dati ci hanno permesso soprattutto di evidenziare punti di forza e debolezza del percorso creato e di apportare modifiche per una maggiore comprensione e adattabilità del prodotto stesso. Il valore del percorso orientativo è connesso al ruolo attivo di auto-valutatore giocato dal candidato con disabilità, affiancando a questa prima fase di autovalutazione un successivo confronto dialogico con un esperto, tale da permettere un ancoraggio alla realtà esterna, al contesto in cui il soggetto si trova a vivere. In questo senso, l’orientamento assume il valore di un processo continuo e articolato, che ha come scopo principale quello di sostenere la consapevolezza di sé e delle proprie potenzialità, agendo all’interno dell’area dello sviluppo prossimale della persona verso la realizzazione della propria identità personale, sociale e professionale.