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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”
Doucet, Véronique. "Inclusion de l’enfant qui présente un trouble du spectre de l’autisme en centre de la petite enfance : analyse des besoins de soutien et de formation du personnel éducateur". Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/8795.
Pełny tekst źródłaSaunier, Deborah. "L'influence du rapport à l'élève idéal sur les pratiques pédagogiques et l'identité professionnelle de professeurs des écoles : le cas de la scolarisation des élèves à besoins éducatifs particuliers". Thesis, Normandie, 2020. http://www.theses.fr/2020NORMC016.
Pełny tekst źródłaThis research aims at shedding light on the relationships between the representations of the ideal pupil, the identity and professional practices of non-specialist primary teachers, in the context of inclusive school. Based on the system of professional activities (Blin, 1997), we considered that professional representations, practices and identities are closely linked and that they interact. The schooling of pupils with special educational needs (SEN) can turn out to be destabilising for some teachers (Saunier and Toullec-Théry, 2017). We wondered if the difficulties they encounter could stem from a gap between their representations of the ideal pupil and the pupils with SEN. To account for the multiple influences exerted by these representations on the development of professional practices and identity, we have constructed the concept of the relationship with the ideal pupil, echoing the relationship with knowledge (Charlot, 1997). Our methodology is based on quantitative and qualitative data. We first developed and distributed a questionnaire to collect data on the ideal pupil, then we conducted focus groups to complete and refine our analysis. The statistical processing of quantitative data has led to typologies of teachers and the creation of a portrait of the ideal pupil. The group interviews made it possible to understand the different functions that the ideal pupil occupies for these teachers, as well as the links between their representations and the way they define their profession and their practices. The data analysis also revealed the influence of institutional norms and values on the construction of their professional identity and practices
Gaulot, Céline. "Inclusion et handicap à dominante visible ou invisible au collège : représentations du handicap, pratiques d'inclusion en contexte scolaire et construction individuelle et interactionnelle d’adolescents en situation de handicap". Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0242/document.
Pełny tekst źródłaThe treatment of the handicap and the of persons with disabilities has varied over time. Currently, in line with human rights, national and international policies tend to promote équality for all men and the fight against discrimination becomes a reality by active public policies in most countries. At the education level, the concept of inclusion was endorsed at the Salamanca conference (UNESCO, 1994) and its implementation is described as « a reform that supports and welcomes the diversity of all the learners » (UNESCO, 2001). In France, the law of 11 February 2005 introduced a major change into the social treatment of disabled people. Inclusive Education calls to a consideration of the complexity of the human person and the institutions to which he belongs. This research aims to account for some aspects of this complexity by bringing to light the representations and practices of inclusion in middle school among pupils with dominant visible or invisible disabilities and by linking them to the individual and interactionnal construction of these adolescents. Four dimensions were studied based on the situation of five students with visible or invisible disabilities. The school context is the first level : it provides an objective structure to the inclusion process by the presence of a device, an organization and people involved in this project. We then questioned the representations of disability and the pedagogical practices of the teachers in the second level. The third level is the one of the peers of the disabled pupils, where the socio-affective networks were questioned. Finally, the fourth level concerns the individual dimension of the five selected pupils. The results of this ethnograhic research indicate that the structuring of the inclusive context has an influence on the activated representation of the handicap : the more it is visibly carried by a system and a dedicated staff, the richer is the representation. The core-representation of disability among teachers (consisting in « monster », « death », « physical disability »,« wheelchair » and « autism » elements) is identical to the one found in the general population, with a professional specific variation (« dyslexia ») within th scope of possible disability repair. When the structuring of inclusion is carried by a lot of invested people, a representation called « linking » integrates the different previous levels of the representation and joins the situation of disability. In this sense, it is evolved because it considers the latest sociatal advances in this field ; it can be thought as transitional, in the same way as the current form of inclusive education. Archetypes are underlying these representations and differ according to the visibility (where the activated archetype is the one of the monster and fondamental alterity) or the invisibility (which activate the archetype of the stranger and the unknowable), this motion making the link between perception and representation in the psychic dimension of the individual. Representations may evolve by uncovering, accepting and integrating its diffrents components by the individual on the one hand, and by the concrete experience discussed and reflected by the actors on the other. This then leads to a co-construction between partners and the need for training to access an understanding of the singularities of students with alterities in order to identify and respond to their special educationnal needs
Dunand, Charline. "Scolarisation des élèves à Besoins Éducatifs Particuliers en milieu ordinaire et pratiques enseignantes à l’école élémentaire : Gestes d’adaptation destinés aux élèves dyslexiques et diffusion de ces gestes aux autres élèves de la classe". Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3055.
Pełny tekst źródłaThis research work deals with the school inclusion of special needs pupils and more specifically those who have been recognized as severely dyslexic. This subject is, nowadays, a real social question and an issue facing the "National Education". Since the law of February 11th, 2005 on the "Equality of rights, opportunity, partication and citizenship of handicapped persons", school inclusion in normal environments has indeed been a right for each disabled person. This research focuses on the study of teaching practices as well as teacher's perceptions when a dyslexic pupil, recognized by the "Maison Départementale des Personnes Handicapées" as disabled, is enrolled in their class (MDPH : Support centers for disabled individuals located in each department in France). In combining several resarch instruments (interviews, observations, data collection), it shows the effect of how the schooling of pupils with special educational needs, generates and develops teaching pratices and teachers' perceptions of their students and their own profession. This investigation suggests how the educational corporate body is evolving, modestly but in a tangible way, by modifying teaching practices to better an increasingly heterogeneous public
Benoit, Hervé. "Les impasses actuelles du pédagogique et les enjeux de l'accessibilité face au défi éthique de l'inclusion sociale". Phd thesis, Université Paul Valéry - Montpellier III, 2014. http://tel.archives-ouvertes.fr/tel-00958867.
Pełny tekst źródłaFerraz, Marco Aurélio Freire. "Rompendo silêncios : alunos com necessidades especiais narram histórias de inclusão". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15662.
Pełny tekst źródłaEsta dissertação de mestrado analisou narrativas de Alunos com Necessidades Educativas Especiais sobre as atuais Políticas de Inclusão com o objetivo de visibilizar os discursos desses alunos. A pesquisa aconteceu em três Escolas Municipais de Porto Alegre, sendo uma Escola Especial e duas Escolas Regulares. Na Escola Especial o grupo foi formado por alunos que já haviam tido alguma experiência em Escola Regular e nas outras duas escolas com alunos que estudam em Turmas de Progressão. O corpus desse estudo é composto pelas anotações em Diário de Bordo, assim chamado devido à analogia que acompanha o trabalho quanto a uma viagem marítima, transcrição de gravações realizadas durante os encontros e desenhos dos alunos. As análises das narrativas dos alunos apontaram para unidades temáticas como: A diferenças está no outro, a Escola Regular como sendo a escola normal, a deficiência como doença e as narrativas sobre a inclusão. São apresentados ainda os desenhos com as representações de Escola Regular e de Escola Especial e os mapas de escolarização de alguns alunos. De uma forma geral o que ficou visível, respeitadas as provisoriedades das afirmações, é que os alunos da Escola Especial apresentam algumas resistências quanto ao Ensino Regular devido a algumas experiências vividas nesse espaço; parecem temer que ocorra novamente o fato de ter poucos amigos, de que a professora não os entenda, de que voltem a ter vergonha do que tem dificuldade para aprender ou da sua forma de se expressar, de ter que voltarem para o fundo da sala ou que ficar muito tempo no pátio. Percebeu-se no contato com as duas Escolas Regulares um investimento para que tais situações não voltem a acontecer. Uma das escolas vem estudando formas de organização do cotidiano para eliminar barreiras organizacionais ou físicas, tentando vencer os estigmas que têm sido depositados nas Turmas de Progressão, como o lugar dos que não aprendem. Com propostas de Docência Compartilhada, de maior aproximação dos alunos regulares dos ciclos com os alunos das Turmas de Progressão. A outra escola vem buscando na Sala de Integração e Recursos um dos dispositivos de promoção desses alunos e proporcionando aos professores espaços de autoria de novas experiências para assumir a regência de uma Turma de Progressão através da apresentação de propostas e projetos de trabalho.
Laville, Matthieu. "L’enseignant référent : une fonction à la croisée des mondes sociaux du handicap". Caen, 2016. http://www.theses.fr/2016CAEN1001.
Pełny tekst źródłaThe “enseignant référent” : A function at the crossroads between the social worlds of handicap The legislation dating back to February 11th 2005 tends to be in favour of the principle of inclusion, based on the fact that all pupils have to go to a school which is the nearest possible to their mainstream school, and even more those with a disability. It encourages the development of new collective adjustments, between educational, medical, social and health aspects. It is in this changing context that the legislator has specified a function of “enseignant référent” (ER), who is in charge of “making sure that the permanent relations between the pupil and his parents are maintained throughout his period of education”. This research project deals with the professionalization process of this function. It is carried out under the joint headings of the social history of professions and the activity analysis. The first one deals with the inscription of this function in the field of childhood disability. The second one concentrates on the sociology of professional groups and points towards the clarification of the ER work organization tools. An exploring ethnography presents the organization of the activity of one of them. It is then used as a source in the creation of a questionnaire which is transmitted to all of the French ER. The results present a topography of the professional territories and are further completed by 21 interviews which gives further information on the way these professionals carry out their functions on a daily basis. Based on the flow of data, I have then decided to appreciate the interpretations, crystallized on a departmental basis of the legislative framework, which defines the ER function. This analysis finally leads to linking the structural dimensions of the evolutions of children’s schooling and the manners one interprets in its context the pivotal role of the ER function
Guihard-Lepetit, Sylviane. "Développement de la lecture chez des enfants présentant une déficience intellectuelle bénéficiant d'une ULIS École : étude longitudinale". Thesis, Normandie, 2018. http://www.theses.fr/2018NORMR089.
Pełny tekst źródłaToday, full social participation paradigm places reading in fundamental competence. In this context, our thesis seeks to understand reading development in intellectual disability and to approach possible interrelations between different cognitive domains and reading. Our longitudinal study follows reading development of thirty non-reading children in Ulis School in Rouen Academy. The experimental protocol measures reading skills and general and specific skills involved to read during three school years. For comparison, 30 non-readers children without intellectual disability are evaluated with the same protocol from preschool third year to primary school second year. The developmental sequences of reading observed further highlight the importance of knowledge of the name and sound of letters in the development of reading in intellectual disability, while phonological skills would develop due to this written language knowledge. However, these children may have similar developing reader profiles to those of typically developing children. These results question the definition and development of phonological awareness, its interrelations with phonological memory and its impact on the future level of reading. The social benefits of our research aim to change the representation of the reading developmental potential in intellectual disability for an inclusive school where needs must guide the response to the intervention and not the diagnosis
Buard, Karine. "L’évaluation et la qualité au service de l’école inclusive". Thesis, Paris 10, 2020. http://faraway.parisnanterre.fr/login?url=http://bdr.parisnanterre.fr/theses/intranet/2020/2020PA100012/2020PA100012.pdf.
Pełny tekst źródłaThe French education system currently faces a triple requirement: 1) a paradigm of inclusion that replaces that of integration, 2) a school of quality for all that constitutes an additional requirement in relation to the objective of success for all, 3) a redefinition of responsibilities at each level of the system. Under these conditions, educational programs for students with special educational needs (SEN) are a key instrument for an inclusive and quality school. This PhD thesis deals with the secondary school level, which national responsibles have entrusted with taking up this challenge. To do this, their stakeholders still have to adapt their practices. The aim was to question the levers they can pull in order to meet the requirements of quality, inclusion and empowerment and to consider, in the light of this set of requirements, the involvement of institutions in a process of continuous quality improvement. The PhD thesis, organized into four articles, is based on a study of the educational programs offered by French public middle schools to gifted students. The first three articles analyze different components of these educational programs for students with SEN: first the assessment of the needs of gifted students by middle school headmasters, secondly the individual support of these middle school students by an adult in the second, and thirdly the factors behind their academic satisfaction. This analysis leads to the development of a self-assessment tool for schools, i.e. a model for evaluating the quality of educational programs for students with SEN, which is presented in the last article
Lefevre, Lisa. "Obésité adolescente et expérience corporelle en EPS : entre agir et subir les contraintes normatives". Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAG008/document.
Pełny tekst źródłaWe focus our research on the study of body experience for obese teenagers, in order to understand the engagement process when facing compulsory Physical Education situations. Scientific studies show a rather low level of physical activity among overweight adolescents. Analyzed in the light of existential anthropology (meaning « of people existing »), the strategies reviewed only describe the major reality mode, which meets school expectations. Fitting in the science of pragmatic theories (Quéré, 1997), experience sociology (Dubet, 1994) and existential anthropology (Piette, 2015), this thesis provides a new perspective by getting to grips with the body, space, time and relationship experience of four students, through the minor reality mode.The ethnographic study enabled the reconstruction of their body experience based on audiovisual data, non-participating observations and interviews with the students and their family and friends. Contrary to previous studies findings, our results highlight the richness of teenager body experience . The minor mode reveals remarkable body, space, time and relationship landmarks, which the student can use to stay engaged in situations, whilst breaking out of his/her unbearable constraints. The decommitment modes and the process of « reposité » lead to a better or different understanding of normative constraints conveyed in Physical Education. Overweight teenagers tend to « bodily translate » these norms by turning them into a choreographic score, based on the delicate balance between « doing » and « enduring ». Behind the incorporation of standards emerges the creative power of individuals in their existence
Girardet, Patricia. "La construction de la compréhension des textes narratifs par des élèves avec troubles cognitifs : recherche conduite au sein d’unités localisées pour l’inclusion scolaire". Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2010/document.
Pełny tekst źródłaSince the French law published on February 11th 2005, on equal rights and opportunities for the inclusion and citizenship of disabled people, the French education system follows the path of inclusion for pupils with disabilities. In order to address the need to make learning accessible to these, French schools have first developed quantitative access within ordinary schools and specialized devices. More than ten years later, it is now ripe to question education of these children from a quality perspective. Our thesis is to be viewed in this context and thus interrogates learning and, by extension, the teaching reading comprehension ability within specialized devices and the necessary conditions to make it more efficient for children with cognitive disabilities. Our research follows the steps of action research. Preliminary comprehensive interviews with pupils and teachers helped to develop a better understanding teaching/learning reading comprehension and the difficulties encountered. To change this situation, we proposed to teachers working in specialized devices to test an educational approach and a tool built according to social cognitive mediation model defined by B-M Barth. Teaching session observations, questionnaires and collective interviews permitted to collect datas. By analyzing and cross-referencing all data collected, we attempt to describe the characteristics of initial and final situations. Examining the complexity of the process and interactions involved in didactic situation, we identify teaching patterns which really take into account the learning of these pupils, we outline key leverage to change teaching practices and propose some perspectives for the implementation of a high-quality education for each and every pupils
Najjar, Noha. "L’impact de l’usage des Tice sur l’apprentissage des enfants et jeunes dyslexiques, dysorthographiques et dyscalculiques : l'autonomie et l'estime de soi". Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20121/document.
Pełny tekst źródłaWhat do we know today about the use of information and communications technology by children with special educational needs? For what purpose are they using digital technologies and how often? Is it limited to their school work or extended to their social environment too? And what effect will have these digital practices on their school performances, self-esteem and autonomy to learning? The rate of handicapped people enrolled students is increasing more and more every year since the law of 11 February 2005 in France. This fact, undoubtedly, pushed the school to question its educational and pedagogical modes and operating system. Assuming trainability and conceptualization capabilities for any learner, it is less concerned now about cognitive, sensory or mental disabilities rather than on the conditions of creating an enabled environment to make learning possible. The impact of learning disabilities depends largely on the quality of the scholar environment, and on the educational and pedagogical mediations which a learner will benefit in his life course. Devices and enrollment assistance tailored to the needs of these young people have been set up. Among these devices, the information and communication technology (ICT) which are as personalized and effective solutions to special educational needs, enabling learners to follow a normal and independent schooling. In this framework the computer's specific contribution to learning has already been showed. Few are the research that has treated the topic of ICT as part of special education. In our research, we are interested in identifying and describing the digital use of young people with special educational needs, particularly those who have specific learning disorders (SLD) and to demonstrate and measure the impact of this use on self-esteem and autonomy to learning. Our research will show how the use of ICT can enable children and young people with special educational needs to develop an autonomous and effective learning practice
ما الذي نعرفه اليوم عن استخدامات تكنولوجيا المعلومات والاتصالات من قبل الأطفال والشباب ذوي الاحتياجات التعليمية الخاصة؟ لأي غرض يستخدمونها وبأي كثرة؟ هل تنحصر استخداماتهم على البيئة المدرسية أم انها تمتد أيضاً الى محيطهم العائلي والإجتماعي أيضاً؟ وما هو تأثير هذه الممارسات الرقمية على الأداء المدرسي، ومستوى الإستقلالية في التعلم وصورة الذات؟ معدل الطلاب ذوي الإحتياجات الخاصة الذين يتبعون منهاجاً مدرسياً عاماً في تزايد مستمر كل عام منذ إقرار قانون 11 فبراير2005 في فرنسا. الأمر الذي يشكل تحدياً كبيراً للمدرسة التي تجد نفسها مرغمة على إعادة النظر بوسائلها التربوية والتعليمية ونظام التدريس فيها. انطلاقاً من فرضية إمكانية التعلم لدى جميع الأفراد استناداً الى قدراتهم وطاقاتهم، لم تعد الإعاقات تسبب مشكلة وإنما المحيط المدرسي الي ينبغي عليه أن يخلق بيئات مسهلة للتعلم. إن نوعية البيئة التعليمية لها الأثر الاكبر على قدرة المتعلم على التعلم وعلى هذه الاخيرة ان تعزز قدراته وتنميها ليصبح التعلم ممكناً. لذلك تم تخصيص مساعدات إنسانية وتقنية مساعدة وفقا لاحتياجات هؤلاء الطلاب. وتلقى تقنيات الاتصال والمعلومات التربوية ترحيباً واسعاً من قبل المختصين التي يرونها فعالة ومساندة لاحتياجات الطلاب التعليمية الخاصة، والتي تمكنهم من متابعة التعليم العادي بشكل فعال ومستقل. في هذا الإطار نشير الى أن مساهمة الكمبيوتر في هذا الغطار قد تم دراسته. قليلة هي البحوث التي عالجت موضوع تكنولوجيا المعلومات والاتصالات كجزء من التعليم الخاص. ولذلك سنهتم في بحثنا هذا، الى دراسة ووصف الاستخدام الرقمي من قبل المتعلمين ذوي الاحتياجات التعليمية الخاصة، ولا سيما أولئك الذين يعانون من مشاكل التعليم الخاصة. كما سنعمد الى إثبات وقياس أثر هذا استخدام على كل من مستوى تقدير الذات والاستقلالية في التعلم. ستظهر دراستنا الحالية، كيف أن استخدام تكنولوجيا المعلومات والاتصالات الرقمية تساعد في تعلم هذه الفئة من الطلاب بطريقة فعالة ومستقلة
De, Champlain Annie. "L’insertion professionnelle des élèves à besoins particuliers inscrits en formation professionnelle". Thèse, 2017. http://constellation.uqac.ca/4368/1/DeChamplain_uqac_0862N_10373.pdf.
Pełny tekst źródłaParent, Geneviève. "Avantages et effets négatifs d'un système d'indemnisation des victimes d'actes criminels". Thèse, 2006. http://hdl.handle.net/1866/6535.
Pełny tekst źródłaMainini, Mirko. "Analyse descriptive et comparative des réponses apportées par les systèmes d'éducation luxembourgeois et québécois aux élèves ayant des besoins particuliers". Mémoire, 2006. http://www.archipel.uqam.ca/2720/1/M9391.pdf.
Pełny tekst źródłaRuel, Julie. "Travail en réseau, savoirs en partage et processus en jeu en contexte d'innovation : une transition planifiée vers le préscolaire d'enfants ayant des besoins particuliers". Thèse, 2011. http://www.archipel.uqam.ca/4192/1/D2192.pdf.
Pełny tekst źródłaPoiré, Chantale. "Le partenariat entre l'éducatrice à l'enfance et l'intervenant des services spécialisés dans le processus d'inclusion d'un enfant ayant des besoins particuliers dans les centres de la petite enfance". Thèse, 2013. http://constellation.uqac.ca/2762/1/030586189.pdf.
Pełny tekst źródłaPaquin, Andréane. "Exploration du sentiment d'auto-efficacité chez des éducatrices en CPE accueillant des enfants présentant un TSA". Thèse, 2019. http://depot-e.uqtr.ca/id/eprint/9299/1/eprint9299.pdf.
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