Documents found
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91.More information
La dégénérescence maculaire liée à l'âge (DMLA) est connue comme la principale cause de perte de vision chez les personnes âgées. Étant donné que la DMLA est une maladie progressive, un diagnostic plus précoce des signes et des symptômes peut permettre une intervention plus tôt et réduire la perte de vision à venir. Cependant, le premier stade de la DMLA est généralement asymptomatique alors qu’une déficience visuelle apparaît à des stades plus avancés de la maladie. Des découvertes récentes suggèrent qu’une diminution de la détection de la lumière par les photorécepteurs est un signe précoce de DMLA. Cependant, les tests fonctionnels cliniques actuels tels que l'acuité visuelle (AV) et la sensibilité au contraste (SAC) semblent être peu sensibles à une réduction de taux de détection …
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93.More information
Although since the 1960s, the democratization of universities has contributed to the emergence of a variety of student profiles, thus forcing universities to redefine their mission (Chénard, 2005; Romainville, 2004), the strong growth of the population of students with disabilities (SD), said to be emerging, is compelling universities more than ever to redefine their roles and rethink the curriculum from the standpoint of inclusion. The need to update this conclusion is so urgent that it is being done under the auspices of a legal obligation to promote and support accessible non-discriminatory education for all. In this context, professors find themselves in the forefront of this inclusivity, which is why this article aims to understand how they see the inclusion of SD and to identify ways that should be used to support the participation of these students. A questionnaire addressed to 613 professors from three Québec universities highlights their concerns about meeting curriculum requirements and the need to not only better inform them, but also to come up with mechanisms for specifying clear guidelines about accommodations that could be offered to DS.
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94.More information
This exploratory research aims to identify the accommodation and support measures, the challenges and the needs, for students with disabilities in teaching internship context. By answering an online questionnaire, 158 SH trainees in teaching in Belgium and Quebec, affirm, for the most part, that their situation of disability has repercussions on their internships. Their main challenges and needs are related to organization and written communication. However, few accommodation and support measures have been established during the internship.
Keywords: Stagiaires en situation de handicap, mesures d'accommodement et d'accompagnement, enseignement, Interns with disabilities, accommodation and support measures, education
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95.More information
The objective of this work is to systematically identify and qualitatively analyze all international studies (French and English) published between 1975 and 2015, relating to professional representations of physical education teachers towards inclusion of students with disabilities. Thirty-five studies were selected and divided into three themes associated with representations of teachers as barriers to inclusion: 1) the inadequacy between inclusive policies and physical education programs, 2) the difficult collaboration between teachers and the partners of inclusion, and 3) the inadequacy of the initial and continual training of teachers in adapted physical education. A repercussion of this work is to propose training perspectives for physical education teachers to overcome these barriers.
Keywords: enseignant d'éducation physique, représentations professionnelles, inclusion scolaire, intégration scolaire, élèves en situation de handicap, physical education teacher, professional representations, inclusive education, integrative education, students with disabilities, maestro de educación física, representaciones profesionales, inclusión escolar, integración escolar, alumnos con necesidades especiales
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96.More information
This systematic literature review shows that similarities and divergences emerge between entrepreneurs, whether they are disabled or not. First, some reasons leading to entrepreneurship, as well as factors inherent to business creation and development, are common to all entrepreneurs to varying degrees of intensity. Secondly, disability and the needs it creates can indeed be motivating factors for entrepreneurship, even if some support is needed at different stages of the entrepreneurial process in order to facilitate the transition to action. Recommendations and avenues of research are explored in the conclusion.
Keywords: entrepreneur, handicap, barrière, social, capital, intention entrepreneuriale, entrepreneur, disability, barrier, social, capital, entrepreneurial intention, emprendedor, discapacidad, barrera, social, capital, intención emprendedora
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97.More information
L'asphyxie à la naissance est une des principales causes de déficience visuelle chez les enfants dans les pays développés. Les déficiences visuelles à la suite de l'asphyxie à la naissance ont été attribuées principalement à une lésion des voies visuelles du cerveau. Tout comme le cerveau, l'apport adéquat d'oxygène et de sang est essentiel au développement et au maintien de la fonction et des structures rétiniennes. Malgré cela, la contribution rétinienne potentielle aux déficiences visuelles reste sous étudiée chez les nouveau-nés asphyxiés à terme. Le but de ma thèse était d'étudier les effets de l'hypoxie-ischémie néonatale sur la fonction et la structure de la rétine chez des rats d'âge équivalent à terme. L'hypoxie-ischémie a été induite 10 jours après la naissance (P10) chez des rats …
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98.More information
Despite the fact that a good number of studies recognize the validity of inclusive education for all students, many educational settings still have trouble integrating it. This article explores why some practitioners have so little enthusiasm for inclusive education. Universal education is then described as a crucial way of supporting inclusion and as a powerful planning tool for fostering school success. This way of viewing teaching is part of a move away from the traditional school. It places value on differences and grants a special place to managing the diversity of students and the plurality of their needs. Universal education has many positive effects, such as improved learning and increased motivation for students, and for teachers, a sense of being better equipped to identify student needs. This article concludes with a description of the principles that serve as pillars to the implementation of universal education and the four steps that need to be taken for a comprehensive and productive process. In conclusion, universal pedagogy in an inclusive education context creates winning conditions for the success of everyone involved.
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