Gotowa bibliografia na temat „Criminels à besoins particuliers”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Criminels à besoins particuliers”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Criminels à besoins particuliers"
Labarde, Sébastien, i Jérôme Sicard. "Le sportif, des besoins particuliers". Actualités Pharmaceutiques 57, nr 575 (kwiecień 2018): 20–24. http://dx.doi.org/10.1016/j.actpha.2018.02.003.
Pełny tekst źródłaPoint, Mathieu, i Marie-Élaine Desmarais. "L’inclusion en service de garde au Québec : la situation d’une étape essentielle". Éducation et francophonie 39, nr 2 (30.01.2012): 71–86. http://dx.doi.org/10.7202/1007728ar.
Pełny tekst źródłaBourgoin, Thierry. "De « l'inadapté » aux « besoins éducatifs particuliers »". La nouvelle revue de l'adaptation et de la scolarisation 68, nr 4 (2014): 269. http://dx.doi.org/10.3917/nras.068.0269.
Pełny tekst źródłaThomazet, Serge. "Du handicap aux besoins éducatifs particuliers". Le français aujourd'hui 177, nr 2 (2012): 11. http://dx.doi.org/10.3917/lfa.177.0011.
Pełny tekst źródłaMénard, Isabelle, i Nadia Voillequin. "Avec des élèves à besoins particuliers". Cahiers pédagogiques N° 567, nr 2 (1.02.2021): 34–35. http://dx.doi.org/10.3917/cape.567.0034.
Pełny tekst źródłaGhimenton, Anna, i Amelia Lambelet. "Apprentissage des langues étrangères et secondes chez l’enfant ayant des besoins particuliers : quand la diversité de profils et de contextes nous pousse à repenser le diagnostic, la formation des enseignants et l’enseignement". Babylonia Journal of Language Education 2 (25.08.2021): 8–13. http://dx.doi.org/10.55393/babylonia.v2i.147.
Pełny tekst źródłaDubé, France, France Dufour, Christophe Chénier i Hélène Meunier. "Sentiment d’efficacité, croyances et attitudes d’enseignants du collégial à l’égard de l’éducation des étudiants ayant des besoins particuliers". Éducation et francophonie 44, nr 1 (20.04.2016): 154–72. http://dx.doi.org/10.7202/1036177ar.
Pełny tekst źródłaNoël, Isabelle. "Construction de la notion d’« élève à besoins éducatifs particuliers » par de jeunes enseignants durant leur première année de pratique professionnelle : du sens individuel au sens collectif". Articles 52, nr 1 (14.08.2017): 53–70. http://dx.doi.org/10.7202/1040804ar.
Pełny tekst źródłaGremion, Lise. "Sur l’envers de l’inclusion, des histoires scolaires entre avantages et désavantages". La nouvelle revue - Éducation et société inclusives N° 97, nr 1 (7.12.2023): 115–32. http://dx.doi.org/10.3917/nresi.097.0115.
Pełny tekst źródłaDescoeudres, Magali. "Les élèves à besoins particuliers : une source de développement pour l’enseignant novice en EPS ?" L'Education physique en mouvement, nr 3 (18.12.2022): 28–30. http://dx.doi.org/10.26034/vd.epm.2020.3500.
Pełny tekst źródłaRozprawy doktorskie na temat "Criminels à besoins particuliers"
Touré, Djibril. "La scolarisation des enfants à besoins éducatifs particuliers au Sénégal". Strasbourg, 2009. https://publication-theses.unistra.fr/restreint/theses_doctorat/2009/TOURE_Djibril_2009.pdf.
Pełny tekst źródłaThis study done among valid subjects, analyses how children with specific educative needs suffering from a motor deficiency are perceived. It also assesses the impact of the contact on social representation. Through comparison of the two different sets by the contact, the results show that valid subjects, before having an experience of a deficient child’s schooling, as equally for the first set “in contact” as for the second “without contact”, have a spontaneous knowledge of the motor deficient child and are not able to avoid a negative representation which is source of fear and sadness. After having experienced for two years the schooling of their motor deficient fellow in class, valid children of the first set, about this motor deficient child and his schooling, moved from the image of a thing exterior to them, of an object, to the image of a being, a subject : “he is a child like us but different”. They are favourable to schooling in an ordinary milieu. On the other hand, the children of the second group who do not have this experience still carry, consequently, a prejudice towards the motor deficient child and his schooling in ordinary milieu. This failure of recognition related to a lack of contact, leads the opinion of the valid children within the second set in favour of a schooling in a specialized school for a motor deficient child (which can be equivalent to rejection or exclusion formulated by : “ it is better elsewhere”). The only thing that separates the two sets, is really the knowledge acquired by experience, real-life experience, the sharing of their school time with a motor deficient child in their class
Uzair-Ul-Hassan, Muhammad. "Classes inclusives et modes d'accueil des élèves avec besoins éducatifs particuliers par les professeurs au Pakistan". Paris 5, 2010. http://www.theses.fr/2010PA05H014.
Pełny tekst źródłaThis thesis seeks to explain why teachers accept and do not accept simultaneously students with impairment in ordinary classes. Both quantitative (questionnaire) and qualitative (interviews) data enable us to identify the reasons that operate behind teachers’ negative and positive response towards including these students. The questionnaires were distributed to 723 teachers posted in urban, rural, public and private ordinary schools. Finally, a total of 506 questionnaires could be collected back. A total of 37 teachers who didn’t fill out the questionnaire were also selected for interviews. The analyses reveal that teachers respond in “big no, little yes” and “little no, big yes” manner. It means that their responses oscillate on the continuum ranging from segregation to inclusion. Those with “big no, little yes” basically have negative perception of the students with reduction of their overall identity to the observed disability without taking account of their potential. We analyzed both forms of data and interpreted teachers’ responses on acceptance, exclusionary barriers, and support, changes and orientation needs to explore the optimum possibilities for inclusive classes. Quantitative analysis shows that significant difference exists on acceptance among teachers due to schools’ type and their academic and professional qualification while no significant difference exists due to schools’ locality, their marital status and their gender. Both analyses confirm that teachers direly needed orientation to curtail their qualms and to accept and value the potentials of these students in ordinary schools in Pakistan
Mithout, Anne-Lise. "Compétences pédagogiques et besoins éducatifs particuliers : les écoles d'aveugles à l'heure de l'inclusion. Perspective franco-japonaise". Thesis, Paris 9, 2015. http://www.theses.fr/2015PA090049/document.
Pełny tekst źródłaIn France as in Japan, the educational system for children with disabilities has undergone major changes for the last years, through the development of inclusive education, promoting enrollment in mainstream schools rather than special institutions. However, special schools have not disappeared; they are rather evolving so as to adapt to changes. This work is grounded on the idea that these transformations represent the completion of a historical trend shifting from a category-based approach of disability (in which different medical categories result in specialized treatments) to an approach that, as opposed to the latter, we can call generalist (in which categories of impairments fade into the unified category of “special educational needs”). How do special schools, deeply rooted in the category-based specialized approach, evolve in the days of generalism? We examine the specific case of Schools for the Blind, embodiments of the specialized approach. Through a French-Japanese comparison, we shed light on some gray areas of the international move towards inclusive education. Using the field of work sociology, especially the concept of “skills”, we explore the transformations of special institutions as experiences by their representatives: special teachers. Through comparison, we show that special teachers' work in these schools is no longer based on an expertise of visual disability but relies on the use of relational skills, especially involving adaptation to every child's “special educational needs”, in a context of radically changing teaching conditions, where it becomes growingly difficult to put those skills into practice
要旨 : 近年、フランスと日本における障害児教育制度は、インクルーシブ教育の理念に従って、特殊学校よりも通常学校での在学を推進することで、大きく変わってきた。しかし、特殊学校が全くなくなるわけではなく、特殊教育制度はその変化に応じるように形を変えてきた。本論文はその推移が「障害」の取り扱いの歴史的転換と符合するという公準を基本とする。「各障害の医療的な特性に応じる専門的な取り扱いが必要」という障害種別アプローチから「障害の諸カテゴリーが「特別なニーズ」という単一なカテゴリーに溶け込む」という逆の一般的なアプローチへの転換である。障害種別の専門性を踏まえていた特殊学校はその一般的なアプローチの時代にどう応じてきたか。本研究は障害種別アプローチの体現である盲学校を中心の課題とする。日仏比較により、インクルーシブ教育への歩みという国際現象のあまり検討されていない面を調査することを目的とする。そのために、職業社会学(特に、「能力」の理論)に基づき、盲学校の教員が見た特殊教育の変化を分析する。その結果、盲学校教員の仕事は今、視覚障害の専門性よりも「各生徒の個人的なニーズに応じる」対人関係能力を踏まえているということが示され、盲学校における教育条件の変化により、その対人関係能力の実現が難しくなりつつあることが指摘される。
Schneider, Cornelia. "L'intégration scolaire des enfants avec besoins éducatifs particuliers en France et en Allemagne : les relations entre pairs". Paris 5, 2006. http://www.theses.fr/2006PA05H025.
Pełny tekst źródłaThe inclusion of children with special educational needs in mainstream schools is mainly investigated in terms of feasibility and accessibility, while failing to focus on the quality of peer relationships within the classroom. In this perspective, this dissertation first observes the educational policies regarding inclusion in France and Germany by spotlighting the different conceptions of individual integration, inclusion and common instruction. Following, using the framework of sociology of childhood and the conception of liminality, an exploration of relationships inside eleven French and German classes between children with, and without special educational needs discovers a range of acceptance from rejection to working friendship, and highlights the critical roles of the institutions and peripheral adults in facilitating a child’s recognition within his or her peer group
Gilles, Eric. "Scolarisation des élèves à besoins éducatifs particuliers : du compromis entre intégration et inclusion scolaire à l'émergence d'un nouveau modèle éducatif". Rouen, 2007. http://www.theses.fr/2007ROUEL585.
Pełny tekst źródłaThe purpose of this work is to reveal the breakdown in a process which should have led, from the principle of educability of children, to the inclusion of all pupils with a special educational needs. From the beginnings of our era until today, handicapped pupils, pupils with learning difficulties, but also pupils newly arrived in France and children from travelling families, have certainly seen their conditions of access to education, improve considerably. But, instead of adopting once and for all an inclusive approach, the authorities have set up new conditions of access to schooling for some of these children and teenagers. For the handicapped pupils the law has thus merged ordinary schooling and special education. This research shows how, on the basis of a compromise between integration and inclusion, new concepts have been imported into the educational institution, in particular since the February 2005 law on handicaps. This leads to the emergence of a new three-level educational model, represented by special schooling. A perspective on our education system in its handling of pupils with special educational needs, within the European integration policies, shows how far the adoption of this new model of integration contributes to the French educational exception. Finally, this thesis constitutes a thesaurus of the official texts accompanying this evolution, from the great Ferry laws on education, to the legal and lawful provisions, founded on a double tension : on the one hand, the universal right to education for all the children and, on the other hand, the resistance of certain lobbies of specialists and French society itself, to their inclusion in schools
Galasso-Chaudet, Nicole. "Prise en compte des élèves à « besoins particuliers » et pratiques enseignantes : les logiques en jeu en contexte d' »école inclusive »". Nantes, 2013. http://www.theses.fr/2013NANT3017.
Pełny tekst źródłaGrillo, Eleonora <1989>. "Psicogrammatica Montessori, langue anglaise et besoins éducatifs particuliers: l’ étude de cas d’un élève dyslexique, avec déficit de l’attention et hyperactivité". Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17476.
Pełny tekst źródłaLeduc, Catherine. "La trajectoire et les besoins des détenus provinciaux souffrant de troubles concomitants de santé mentale et de toxicomanie". [S.l. : s.n.], 2007.
Znajdź pełny tekst źródłaBorla, Matilde. "Imy-Renef : Répertoire onomastique du Musée égyptien de Turin, Nouvel Empire - Noms de particuliers : Besoins muséographiques et outils informatiques confrontés à la recherche onomastique". Paris, EPHE, 2002. http://www.theses.fr/2002EPHE4015.
Pełny tekst źródłaRésumé anglais : Our work can be defined as a census, a who's who of ancient Egyptians whose persona) names are inscribed on some of the objects conserved in the Egyptian Museum of Turin- We confine our research to the New Kingdom. In the introduction we define the sources used and the aims of the research. The first chapter concern the methodological presentation of the research. The second chapter is an excursus about the acquisition of the collection of the Egyptian Museum of Turin. In the same chapter we analyse the panorama of onomastic studies. Chapter III represents the synthesis. It is the catalogue of the names of the persons attested from the inscriptions. Chapter four contains the bibliography and the index. Chapter five is devoted to the genealogical tables. The corpus of the names data-base is collected in three volumes as an annex. As reading the objects, we recorded only the material previously published in the CGT (general catalogue of the Turin Egyptian Museum). As regarding the unpublished material, we studied only the objects that we could personally verified. \\"e do not included the material that is under publication. Papyri and ostraca are part of a future project to be continued in a separate site. The work was organised in three phases: concept and realisation of a special data-base whose name is IMY-RENEF; creation of a corpus of names. Each name is recorded in hieroglyphic characters, arranged according to the ancient Egyptian alphabetical order; prosopographycal study of peoples attested on Turin objects. The results enabled us to: distinguish persons with the same name; Study kinship and establish where [his was possible, genealogy; collecting the objects belonging to a same person
Bettendorff, Franck. "L’école inclusive et les dispositifs pour élèves à « besoins éducatifs particuliers » : scolarisation ou scolarité ? : l’exemple des EFIV ou la déconstruction d’une catégorie scolaire essentialiste". Electronic Thesis or Diss., Paris 8, 2022. http://www.theses.fr/2022PA080010.
Pełny tekst źródłaThe phenomenon of inconstant school attendance by pupils who have been termed “EFIV” (“children of itinerant and transient families”) since 2012 by the French Ministry of Education has led us to question not only a public classification but also policies and apparatuses pertaining to them. The research presented herein is a department-wide analysis of an area where a school attendance policy for this group has been applied for over ten years. By questioning the categories of research which in the past served to assess sporadic school attendance by “traveler” or “Gypsy” children, this analysis deconstructs the anthropological explanations concerning resistance to writing, to objectivating processes and to scholastic skills. Based on a qualitative survey mainly established via interviews with middle school children and their parents, the analysis likewise indicates how pupils’ situations cannot be reduced to mere family practices alone but also integrates the pupils’ differentiated roles, as per the diversity of their relationships to school, to scholastic knowledge and to the future. This same analysis also covers the roles played by the scholastic institutions themselves. Since some pupils remain insufficiently schooled, while others, even though attending school, never acquire middle school knowledge sets, it was necessary to create a distinction between schooling (the pupils’ use of scholastic knowledge) and school attendance (their presence in class). Last of all, through the analysis of a collection of documents and interviews with personnel, this thesis explores institutional action as an apparatus and challenges the policy of “the inclusive school”
Książki na temat "Criminels à besoins particuliers"
Thériault, Chantal. Faciliter l'intégration et l'inclusion des enfants ayant des besoins particuliers. Montréal: Quebecor, 2007.
Znajdź pełny tekst źródłaLouise, Lafortune, i Doudin Pierre-André, red. Intervenir auprès d'élèves ayant des besoins particuliers: Quelle formation à l'enseignement? Sainte-Foy: Presses de l'Université du Québec, 2006.
Znajdź pełny tekst źródłaOntario. C heminer en harmonie: Guide de prévention et de résolution de conflits concernant les programmes et services offerts aux élèves ayant des besoins particuliers. Toronto, Ont: Imprimeur de la Reine, 2007.
Znajdź pełny tekst źródłaBonta, James L. Risk-need-responsivity model for offender assessment and rehabilitation 2007-06 =: Modèle d'évaluation et de réadaptation des délinquants fondé sur les principes du risque, des besoins et de la réceptivité 2007-06. [Ottawa, Ont.]: Public Safety Canada = Sécurité publique Canada, 2007.
Znajdź pełny tekst źródłaYana, Simon David. Les coûts liés aux besoins particuliers des personnes ayant des incapacités: Contraintes et limites d'une estimation du sous-financement à partir des données d'enquêtes et des informations administratives existantes. Drummondville, Québec: Office des personnes handicapées du Québec, [2008], 2008.
Znajdź pełny tekst źródła1967-, Habu Toshie, red. Adoption in Japan: Comparing policies for children in need. Abingdon, Oxon: Routledge, 2006.
Znajdź pełny tekst źródłal'éducation, Ministère de. L 'éducation pour tous: Rapport de la Table ronde des experts pour l'enseignement en matière de la littératie et de numératie pour les élèves ayant des besoins particuliers de la maternelle à la 6e année. Toronto, Ont: Ministère de l'Éducation, 2005.
Znajdź pełny tekst źródłal'éducation, Ministère de. L a littératie au service de l'apprentissage: Rapport de la Table ronde des experts pour l'enseignement en matière de la littératie et de numératie pour les élèves ayant des besoins particuliers de la maternelle à la 6e année. Toronto, Ont: Ministère de l'Éducation, 2005.
Znajdź pełny tekst źródła(Québec), Sorel. Règlement du Conseil de ville de Sorel: Pour amender et refondre les dispositions des divers règlements concernant le Département de l'éclairage, pourvoyant à la fourniture du gaz d'éclairage, tant pour les besoins du public que pour celui des particuliers .. [Sorel, Québec?: s.n.], 1986.
Znajdź pełny tekst źródłaDavid, Quinton, red. Joining new families: Adoption and fostering in middle childhood. Chichester, England: Wiley, 1998.
Znajdź pełny tekst źródłaCzęści książek na temat "Criminels à besoins particuliers"
Apfelbaum, Marian, i Monique Romon. "Besoins particuliers (âge, grossesse, sport)". W Diététique et nutrition, 125–34. Elsevier, 2009. http://dx.doi.org/10.1016/b978-2-294-70566-3.00009-8.
Pełny tekst źródła"Les élèves à besoins particuliers". W La suppléance au secondaire, 47–57. Presses de l'Université du Québec, 2021. http://dx.doi.org/10.1515/9782760555006-009.
Pełny tekst źródłaMcClain, Janet. "L’habitation, service humain : les besoins particuliers". W Habitation et milieu de vie, 248–67. McGill-Queen's University Press, 1994. http://dx.doi.org/10.1515/9780773583511-014.
Pełny tekst źródłaBeaucher, Chantale, Sandra Coulombe, Carolyn Murphy, Claudia Gagnon, Manon Doucet i Danielle Maltais. "Les élèves à besoins particuliers en formation professionnelle:". W Soutien à la persévérance et à la réussite des jeunes et des adultes en formation professionnelle, 17–36. Presses de l'Université du Québec, 2020. http://dx.doi.org/10.2307/j.ctv18b5cn4.8.
Pełny tekst źródłaLaville, Matthieu, i Éric Saillot. "Des élèves à besoins éducatifs particuliers aux enseignants à besoins professionnels particuliers : quand la vulnérabilité s’immisce dans le quotidien des pratiques". W Vulnérabilités en écho dans les métiers relationnels : les savoirs professionnels interrogés, 51–84. INSEI, 2021. http://dx.doi.org/10.4000/books.insei.988.
Pełny tekst źródła"Appliquer les principes directeurs aux pays ayant des besoins particuliers". W Lignes directrices et ouvrages de référence du CAD, 305–12. OECD, 2008. http://dx.doi.org/10.1787/9789264024809-24-fr.
Pełny tekst źródłaHusson, Laurent. "Situation, reconnaissance, capabilité : des objets philosophiques pour la formation en inclusion". W Éducation et formation aux pratiques inclusives. Tensions entre reproduction et innovation, 307–19. Éditions de l'Université de Lorraine, 2024. http://dx.doi.org/10.62688/edul/b9782384510856/23.
Pełny tekst źródłaBeaucher, Chantale, Sandra Coulombe, Carolyn Murphy, Claudia Gagnon, Danielle Maltais i Manon Doucet. "Les élèves à besoins particuliers en formation professionnelle : qu’en savons-nous ?" W Soutien à la persévérance et à la réussite des jeunes et des adultes en formation professionnelle, 17–36. Presses de l'Université du Québec, 2020. http://dx.doi.org/10.1515/9782760552890-006.
Pełny tekst źródłaMacaire, Dominique. "Former avec ce n’est pas seulement former ensemble ! Pour une dynamique incluante de la préprofessionnalisation des enseignants face aux défis des diversités". W Éducation et formation aux pratiques inclusives. Tensions entre reproduction et innovation, 85–98. Éditions de l'Université de Lorraine, 2024. http://dx.doi.org/10.62688/edul/b9782384510856/08.
Pełny tekst źródłaArneton, Mélissa, Morgan Kitzmann, Xavier Thierry i Bertrand Geay. "Éthiques inclusives en éducation". W Éthiques inclusives en éducation, 199–212. Champ social, 2023. http://dx.doi.org/10.3917/chaso.kohou.2023.01.0200.
Pełny tekst źródłaRaporty organizacyjne na temat "Criminels à besoins particuliers"
Hilbrecht, Margo, i Norah Keating. Tendances en matière de migration et d’urbanisation en lien avec le bien-être des familles au Canada : Regard sur l’incapacité et les questions autochtones. The Vanier Institute of the Family, grudzień 2022. http://dx.doi.org/10.61959/q220119a.
Pełny tekst źródła