Дисертації з теми "Handicap – Chez l'enfant – Togo"
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Gbebe, Komi Mawouli. "Éducation inclusive et dignité de l’enfant en situation de handicap : étude ethnographique auprès des Éwés du Togo." Electronic Thesis or Diss., Bordeaux, 2023. http://www.theses.fr/2023BORD0490.
How to define an ethic based on the dignity of children with disabilities to promote the development of inclusive Éducation in Africa, especially in traditionally discriminatory contexts such as the Ewe community in Togo, where the disabled subject is qualified as a 'malformed living body' and excluded ? What are the sources of discrimination ? What are the factors to be promoted ? The main issues of the thesis are related to the identification of stigmatization processes in traditional Ewe context, to a redefinition of the concept of 'dignity' and to a clarification of the processes of inclusive Education. They are also related to the mechanisms of transfer of these processes into socio-political practices and the socio-professional inclusion of people with disabilities. In other words, this thesis aims to demonstrate that, when faced with a person with a disability, the dignity of his or her body can take precedence over his or her disability, so that the expression 'Tohↄsu' or 'malformed living body' becomes meaningless. The use of this expression becomes an insult. What perception of Education and of the human being underpins these perspectives ? Anthropology applied to the field of Education (ethnographic methods and casuistry), will provide a relevant framework for trying to grasp a dynamic vision of the human in relation to the principles of inclusive Education and which contrasts with the stigma reified in language and reifying. Interviews will be conducted with our target population : pupils and children with disabilities, parents of disabled subjects, public institutions, persons and/or Associations and Non-Governmental Organizations working in the field of disability, social integration, promotion of human dignity and in the field of inclusive Education in Togo
Olivares, Fontt Maria Ximena. "Conte merveilleux et handicap: Pour une approche psycho-narrative du vécu du handicap chez l'enfant IMC." Doctoral thesis, Universite Libre de Bruxelles, 1992. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/283272.
Rossi, Giovanni. "Surmoi et destin du surmoi chez la mère de l'enfant en situation de handicap mental." Phd thesis, Université Nice Sophia Antipolis, 2013. http://tel.archives-ouvertes.fr/tel-00952971.
Lauras-Petit, Agnès. "Conjuration du handicap : effet paradoxal sur l'identite de l'enfant etude de l'hypothyroidie congenitale et de son traitement." Paris 10, 1997. http://www.theses.fr/1997PA100107.
Allado, Kokouvi Ganké Xavier. "Supplémentation alimentaire et développement cognitif de l'enfant de 2 ans au Togo." Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR115/document.
The relation between the food supplementation and the cognitive development of 2 years old infants in Lomé, TOGO, was explored in this research. After a review of the literature in developmental nutritional psychology, the study presents three empirical contributions. The first study defines the context of the research by questioning the naive theories of 75 mothers of Lomé on the "good to eat" for the child. The results indicate that for the majority of the mothers, the good to eat means feeding in sufficient amount several times a day. The answer is frequent all the more as the academic level of the mothers is low. The criterion of the quality of food is expressed in the more educated groups. The quality of food and the balance of the meals are much less quoted than the quantity. The knowledge by the mothers of the food complements is limited.The central study compares the 2 years old infant’s success with items cognitive of the cognitive scale of development of Bayley, as they consume regularly or not food supplements in the form of flours enriched during their early childhood. It shows an effect of the consumption on the scores in the tests. This effect increased according to parameters as the size of the family, the academic level of the mothers, the ethnic group.Finally, the third study examines the representations of the mothers concerning with the effect of the food supplements. 44 mothers who use regularly flours answered. Their answers indicate that they consider that flours facilitate the growth of the child, in particular his weight, and also its intellectual development
Berger, Jacques. "L'anémie chez l'enfant dans les pays en développement : étude de deux modèles au Togo et en Bolivie." Montpellier 2, 1996. http://www.theses.fr/1996MON20016.
Kounou, Kossi Blewussi. "Association entre les traumatismes de l'enfance et les troubles de la personnalité : étude comparative entre la France et le Togo." Toulouse 3, 2013. http://thesesups.ups-tlse.fr/1942/.
Childhood trauma (CT) is often related to major depressive disorder (MDD) and/or to personality disorders (PD) in adulthood. Little research has been carried out in french-speaking sub-Saharan Africa such as Togo, in order to examine these relations. Cultural differences occur in the perception and the reaction facing traumatic events. Our study aimed to compare among participants' groups, the frequencies of CT, PD and personality dimensions (Pd), to assess the relationship between CT and PD and to examine the mediating role of Pd between CT and PD. Methods: It is about a cross-study carried out in France and Togo on a sample composed of two groups of patients treated for a current MDD (a group in France, n = 89 and a group in Togo, n = 91) and a third group made up of witnesses without psychiatric history in Togo (n = 90). The 28-item Childhood Trauma Questionnaire was used to evaluate CT. The Personality Diagnostic Questionnaire (PDQ-4+) and the Internatioanl Personality Item Pool (IPIP-50) were used to assess the PD and the Pd, respectively. Results: 270 participants of mean age: 34. 1 years (SD = 12. 0), have been evaluated. Patients treated in Togo reported more CT than their counterparts in France and the togolese witnesses for all types of abuse (p < 0. 01). There was a difference among the three groups concerning the number of PD symptoms (p < 0. 001) and the emotional stability dimension (F(2, 267) = 87. 71, p < 0. 001). On the whole sample, the total score of child abuse was positively correlated to the score of the PDQ-4+ (r(270) = 0. 36, p < 0. 01). With the patients treated in France, the physical neglect predicted the presence of cluster A PD, and narcissistic personality disorder. With the patients treated in Togo, physical abuse was a predictor of antisocial, obsessive-compulsive and negativist PD. In Togo, emotional instability mediated fully with the clinical population and partially with the witnesses the relationship between CT and PD while in France none of the Pd mentioned the link between CT and PD. Conclusion: There is a difference in the association and the pathway of CT to PD in our study population. A systematic evaluation of CT, PD and Pd carried out on patients treated for MDD would allow this population to have an optimal treatment
Mikaeloff, Yann. "Atteintes démyélinisantes aigües inflammatoies du système nerveux central chez l'enfant : facteurs pronostiques d'évolution vers la sclérose en plaques et le handicap." Lyon 1, 2004. http://www.theses.fr/2004LYO10053.
Denoux, Armelle. "Le handicap du petit enfant et le problème de sa prise en charge initiale." Caen, 1990. http://www.theses.fr/1990CAEN3119.
Flürenbrock, Meike. "Geschwisterbeziehungen in Kinderbüchern zum Thema Behinderung : eine literaturwissenschaftliche Untersuchung unter Berücksichtigung geschlechtertypischer Rollendivergenzen /." Frankfurt am Main : P. Lang, 2002. http://catalogue.bnf.fr/ark:/12148/cb390344338.
Morat, Marie Thérèse. "Langage des signes, langage oral : question épistémologique. : Clinique de la rencontre bébé sourd environnement." Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20035/document.
How does a child acquire language whether it finds itself in a deaf environnement or a normal (hearing) one ?That is the question that this clinical psychology thesis inquires.The history of the deaf community through the Middle Ages until today is composed of different ideological positions concerning how language is acquired. Until today, the « phonocentric » position remains preponderant. The deaf person is percieved (apprehended) as a handicapped person who needs to be re-educated. The most sophisticated material, speach therapy sessions, are supposed to make the deaf child speak. Sign language remains the last resort, not really considered as a language, in all senses of the term, when used as education for the deaf child.The deaf baby is most frequently born in a normally hearing environment. Discovery of deafness only occurs around the second semester of the baby’s life. This diagnosis can represent an absolute trauma for normally hearing parents. They often feel betrayed by this « new » baby. The emergency of getting oral re-education started is an attempt to make up for the narcissic wound inflicted on the parents. In this context, there is a great risk that the baby will lose the propping up of the « mirror environment » only to find itself confronted with a feeling of « deprivation ».Deafness represents a different way of being in the world, another way of apprehending and interacting with it. Being deaf to environing noise does not imply being without language. Sign language is an extraordinary human invention which implies changing the paradigm. It questions the problem of communication in general.How does the deaf baby interact with both normally hearing and a deaf environment ? The deaf baby has specific sensoriality which requires a particular relational position on behalf of its normally hearing environment.The video-observation of three mother-deaf baby dyads, from two months old to two years of age, proposes parts of a reply to these questions. Rythm, in the clinical situation of meeting, appears as a fundamental concept concerning the getting together of mother and baby dyad
Guilhot, Marc. "L'hyperactivité et l’attachement dysconfiant." Thesis, La Réunion, 2012. http://www.theses.fr/2012LARE0007/document.
( T.D.A.H.) is an association of 3 symptoms: moving hyperactivity, attention disorder and impulsivity. Hyperactives children haven’t some difficulties in learning. Attachment between mother and children is a primary need. Attachment can be secure or insecure. Is there a relation between hyperactivity and attachment? Our study in Reunion Island, concern 25 hyperactives children mother’s interviews with a questionnary. In this population, 76% of children haven’t reading difficulty and there is an insecure attachment between mother and hyperactive child
Odier-Guedj, Delphine. "Être enfant et dysphasique : quelles places pour le sujet ? : de l'apprentissage de la lecture vers le langage oral par l'inclusion scolaire." Montpellier 3, 2006. http://www.theses.fr/2006MON30048.
To be a dysphasique child means to be present, but often without voice. Then it is easy to forget this presence of language, to consider that the not understandable word is meaningless, not to recognize the fluctuating changes of the positions of children in interactions. However to see and to hear the dysphasique child as a subject goes through the recognition of his linguistic practices which, even minimal testify of his faculty to be present, in the same moment of the interaction, to use linguistic forms and gestures, witch are not predictible before the situation and the context of statement. In front of stigmatizing speeches on language acquisition witch is seen in a linear way, and in front of scholarship full of difficulties, it seemed urgent to interrogate the supported arguments to predict their analphabetism and show in which points they were opened to criticism. The different cultural practices of the reading, are on the contrary, a privileged way to allow the child to be expected as a pupil if the integration in common class is thought as a mode of full inclusion
Rollin, Zoé. "Le lycée à I'épreuve du cancer : étude de la coordination des professionnel-le-s soignant-e-s, non soignant-e-s et enseignant-e-s autour du suivi des trajectoires scolaires d'élèves atteint-e-s de cancer." Paris, EHESS, 2016. http://www.theses.fr/2016EHES0148.
This doctoral research examine, from the case of the cancer, the tensions between serious chronic disease and schooling at the level of the high school. It is based on the study of 60 secondary pupils' school trajectories with cancer and three years old of ethnographical observation in schools and departments of cancer care. This thesis questions the temporality of the schooling in the face of the test of the disease at the level of trajectories and the school experiences of the high school students. On the long term, the management socially differentiated the disease, and it in interaction with a plurality of actors and actresses, lets in a part only of these pupils to invalidating school trajectories, which fall over to the field of the handicap. In the accompaniment of the social management of the disease, the parents, in particular the mothers, play a major role. These trajectories and experiences are marked by the sustainability of relationships of power which persist in the test of the serious illness. The square occupied by the schooling, the school and its representatives in hospital is also studied. The everyday life of the teaching in departments of care is modelled by the standards of the hospital and moved in a work of support compound of a wide beam of tasks surrounding the transmission of knowledge. Finally, this thesis comes to j underline what mean for the French school institution to welcome pupils with cancer. This one builts itself on the basis of undifferentiated pupils with no needs for specific adaptations. So, inclusion comes to push aside this building, a fortiori at the high school. Studying cancer highlights some logics: the part of the intrinsic care in teaching everyday life. A whole set of interstitial tasks as well as in a personalization of the educational relation is required in the context of serious illness
Grandon, Bénédicte. "Développement typique et atypique de la production de parole : caractéristiques segmentales et intelligibilité de la parole d’enfants porteurs d’un implant cochléaire et d’enfants normo-entendants de 5 à 11 ans." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAL029/document.
As of 2010, cochlear implant has been used by over 200 000 persons (adults and children) worldwide and by 10 000 persons in France. Technology has largely improved since the first devices were put on the market in the 1980’s, and it now provides its user with more and more detailed acoustical information about the sounds of their environment in general, and about speech sounds in particular. However, perception with a cochlear implant remains limited, which leads to persisting difficulties in producing some speech sounds, even after several years of implant use. These difficulties in speech production can translate into a lower intelligibility, with effects on interactions with family and community members for its users, especially for children.A large body of studies in the literature focusses on short-term effects and gains of cochlear implant for young children and infants, but fewer studies in speech production in school-age children are available, especially in French-speaking children. The goal of this project is to assess the difficulties in the production of selected phonological contrasts in cochlear-implanted children, several years after cochlear implantation, and the factors influencing their intelligibility.For this thesis, we recorded thirteen 6;6-to-10;7 year old, pre- or perilinguistically deaf children wearing cochlear implants since they were 1;1 to 6;6 years old, with more than a year of use, and twenty normal-hearing age-matched children (chronological age ranging from 5;7 to 10;6 years).In a first experiment, we compared the acoustical characteristics of ten oral vowels, six stops and three fricatives of French. We also studied the realization of coarticulation in plosive-vowel sequences in these two groups of children.Our results show a high degree of similarity in typical and implant using children, and several differences, for example, for front rounded vowels, alveolar fricatives and velar stops. These differences can be explained by the implant’s technology and its use by the child. They also show the importance of several factors in phonological development: articulatory constraints, perceptual constraints, characteristics of language input and mother tongue.In a second experiment, we designed a method to perceptually assess the intelligibility of speech: 9 expert and 17 naïve French-speaking listeners participated in this experiment.Our perceptual assessment of intelligibility shows 1) no effect of expertise since grades given by expert and naïve listeners are correlated, 2) an effect of hearing level on intelligibility since cochlear-implanted children are less intelligible than their normal-hearing peers, and 3) a better intelligibility in early implanted children (before 20 months) but no effect of duration of implant use on intelligibility.This work emphasizes the benefits for oral communication provided by cochlear implants, but also the remaining difficulties, that need to be taken into acount for rehabilitation and support from the child’s family, school and society.Our study also provides both reference data on late stages of phonological development in French-speaking children, and a corpus of speech production which can be used for further research on typical and pathological speech development
Petry-Genay, Isabelle. "Les processus d’orientation des élèves en situation de handicap cognitif dans le second degré : le dispositif ULIS dans ses dimensions socialisante et capacitante." Thesis, Université Côte d'Azur (ComUE), 2017. http://www.theses.fr/2017AZUR2043.
In France, the education of students with cognitive disorders, labelled as mentally disabled, has been growing since the act of the 11 of February 2005. The inclusion paradigm that is ruled by law at the European and international levels, has greatly influenced this development as well as the disability studies. The ULIS, provide some pedagogical support to include Special Education Needs students into mainstream classrooms. The organization of such a device varies according to context and education areas. If inclusion has significantly increased in lower secondary schools, the attendance of students with cognitive disabilities in vocational schools has started only ten years ago and the process faces liminality challenges. Thanks to the collection of ethnographic data based on observation and documents analysis as well as the completion of semi-directive face-to-face interviews conducted with 36 students and 30 educational professionals (coordinators, teachers, orientation counsellors, management staff), we set out to analyse the undergoing process for the orientation practices of ULIS students in secondary education. Based on the implementation of the Parcours Avenir project, these guidance practices open up new perspectives for these students whose orientation has been mainly guided by socio-therapeutic approaches. We show how the ULIS device, under specific conditions, can offer the basis for a socializing and empowering environment that contributes to open up new training perspectives to students with cognitive disabilities
Ngo, Melha Ernestine Antoinette. "Inclusion scolaire des élèves en situation de handicap en France et au Cameroun : analyse de la politique nationale et points de vue des enseignants." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCH016.
The discourse of experts and international organizations, as well as the initiatives of policies and movements in favor of emancipation and the place of people with disabilities, are oriented towards the construction of a school for all (Ainscow, 1991; Sen, 1992; UNESCO, 1990; UNESCO, 1994; UNESCO, 2000; UN, 2000; UN, 2006)). Educational policies integrate, more or less clearly, the educational needs of children with disabilities. Inclusive education implies changes and upheavals in both the teaching practices and the school organization as a whole. It is therefore important to take an interest in teachers' perceptions of the national policy favoring the inclusion of disabled pupils in mainstream schools in France and Cameroon and to consider the factors likely to influence or determine effectiveness and sustainability of this policy which can be considered as being imposed on them. The model of multidimensional evaluation of the quality of the educational devices borrowed from Tremblay (2012) and the model of planned behavior of Ajzen (1991) are used in this research to meet the two main objectives. A two-part questionnaire with proposals for answers was sent to primary school teachers. Our research concerns a population of 133 teachers including 65 Cameroonians and 68 French. The dimensions studied for the first part of the questionnaire are as follows: The relevance of the objectives, the characteristics of the population of the scheme, the adequacy of resources, the reliability of actions, the effectiveness and the flexibility of the system. Normative beliefs, perceptions of difficulties and behavioral beliefs are studied through the second component. Analysis of the simple variance (ANOVA) is used to compare the averages between countries and the correlations studied to evaluate the main components of the Ajzen model. Our results show that despite a strong adherence to the policy for the inclusion of students with disabilities by teachers interviewed in both countries, it would not seem to be effective. This would be explained in the case of France by the objectives which would not be achieved and in Cameroon by the resources which would be insufficient. Points of divergence are observed on certain aspects of the dimensions studied, such as the size of the class, the pedagogical approach, the resources and the individual characteristics of the students. As for our model derived from the Ajzen theory, correlation analysis shows linear links between three components: the perceived difficulties of teachers, their normative beliefs and behavioral beliefs. The perceived difficulties are negatively correlated with both normative beliefs (-.33) and behavioral beliefs (-.65). Thus, according to the theoretical model developed, the intensity of the difficulties experienced creates negative beliefs among teachers. Normative beliefs (in the main references of the National Education) are positively related to behavioral beliefs (.50), which they seem to favor. It is important to note that the three components do not determine teachers' attitude towards inclusion, since the correlations are not significant. Our analysis suggests, considering the weak correlations between the attitude of the teachers and the other components of the model, to look for other factors exogenous to the model we studied, which would explain the attitude of teachers towards the policy of inclusion
Philippe, Orianne. "Approche génétique des déficiences intellectuelles : Contributions physiopathologiques et corrélations génotypes-phénotypes." Phd thesis, Université René Descartes - Paris V, 2012. http://tel.archives-ouvertes.fr/tel-00789412.
Guinard, Yves. "Les fonctions sociales des troubles du comportement ou la gestion médicale des désordres sociaux." Thesis, Tours, 2011. http://www.theses.fr/2011TOUR2021.
Behaviour disorders of children and adolescents, classified among mental disorders justify the exclusion of pupils from schools to place them in institutions for disabled persons. By interfacing the study of the experience of young people and their parents, the history of that category and the part played in it by different actors, this research aims at understanding the world of behaviour problems and their functions. Behaviour disorders are more than a medical category, they are the the results of a social construction, they serve as a means to exclude and socially define children from the underprivileged classes. Following what happens in schools, they favour the shift of responsibility for underperforming from schools to families. The medical world plays a major part in this normative universe. It provides a would be scientific guarantee for the exclusion of the economically and culturally poorest section of the school population and for the more drastic security measures as well. The prevention of delinquency lies in controlling underperforming children from a very early age and socially deprived families. This implication of the medical world in the control of social disorders is a development of its missions as Foucault described it. In spite of inner conflicts, the world of mental medicine today wants to appear as experts in the prevention of deliquency through managing underperforming in schools and offering an early diagnosis of problems it fails to define
Belondo, Sandra. "Diversité et pluralité linguistique d'enfants allophones en mobilité : réussir avec, malgré ou sans les langues ?" Thesis, Tours, 2012. http://www.theses.fr/2012TOUR2016/document.
Diversity, linguistic and cultural pluralism of allophones children in migratory process: succeed with, despite or without languages? The purpose of this thesis is to study how the linguistic and cultural diversity of young allophone children and their families in migratory processes, is taken into consideration by the French society and, more particularly, the linguistic, social and academic systems established by the State and its institutions. Based on a comprehensive and interpretive approach, this study raises the question of how young migrants diversity is appreciated and handled, or not, questioning the use and/or the building of sociolinguistic representations concerning the roles and statuses of the languages in presence within migratory and integration processes such as social and academic achievement dynamics