Documents found
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101.
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102.More information
This article examines student, teacher, school administration and other school professionals' perceptions of the complementary services offered in the Work-Oriented Training Paths (WOTP). Semi-structured interviews were conducted with 27 teachers and complementary services professionals including five principals. Furthermore, 167 students participated in focus groups. The results from the qualitative analyses reveal that there is a variety of 12 complementary services appreciated by the students. However, the guidance counsellor, psychologist, special educator, and remedial teacher services were considered insufficient due to the great needs of these particular students. A detailed description of the services offered is provided. The discussion stemming from the results brings forth questions related to the role of complementary services in the Individual Education Plan (IEP).
Keywords: services complémentaires, Parcours de formation axée sur l'emploi (PFAE), élèves ayant des difficultés, complementary services, Work-Oriented Training Path (WOTP), struggling students
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103.More information
What happens when a piece of music is written down? What are the conditions of possibility of musical notation? What do we see on a score? Some elements of the analysis of how we write music are offered here in the wake of Peirce's semiotics. An analogy between musical notation and logical notation indicates that scores are required to be iconic. The three levels of iconicity in music match the trichotomy of hypoicons: if sounds are similar to images, a score is in part a diagrammatic representation of relations and intervals, while musical meaning and emotional interpretant have a metaphorical nature.
Keywords: Diagramme, icône, logique, notation, musique, partition, Peirce, Diagram, Icon, Logic, Notation, Music, Score, Peirce
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104.More information
People with intellectual disabilities have limited learning opportunities during adulthood. This descriptive study was designed to reveal their needs in learning and to examine the reasons they evoke to explain their engagement in learning projects. Semi-structured interviews were conducted with 60 adults with intellectual disability. Results show that all participants expressed a clear interest for lifelong learning programs. Internal motivation is often stated as the reason why they want to continue learning. Furthermore, lifelong learning is a way to enhance social participation in various domains. Educational policies should take these results into account in developing appropriate training programs.
Keywords: déficience intellectuelle, apprentissage, projet d'apprentissage, âge adulte, formation
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105.More information
Due to the multiplicity and the complexity of their disabilities, studying the cognitive functioning of persons with Profound Intellectual and Multiple Disabilities (PIMD) is still very challenging for practitioners as well as for researchers. This article offers a review of the main theories that are relevant with regard to persons with PIMD, and the assessment instruments available. The second part provides a theoretical discussion about how cognitive psychology and neuroscience can inform about the way persons with PIMD may learn from their environment. Then, authors suggest some practical implications that can be drawn from this reflexion.
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106.More information
The objective of this work is to develop an adaptive help system based on interaction traces. It consists in considering the traces left by the users as knowledge sources that the system can use in order to generate adapted help to the target user. In this context, we have proposed models for representing trace, user profile and adaptation knowledge. We have also proposed a method of knowledge extraction from a trace-based management system (TBMS) representing the activity traces of several users. The application domain of this work is the help in using an e-learning platform in the context of the VCIel training.
Keywords: Aide basée sur le partage d'expériences, personnalisation des aides, trace d'interaction, système adaptatif, apprentissage en ligne, Help based on sharing experiences, help personalization, interaction traces, adaptive system, e-learning
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107.More information
The integration of parents in service development management has evolved considerably. It has allowed professionals to recognize parental knowledge as credible knowledge and has also forced professionals to put special emphasis on the acquisition of new parental skills, facilitating better care for the children. The article presents a retrospective phenomenological study, the goal of which is to study the establishment of partnerships between the various professionals and the families of premature children with cerebral palsy. It presents an analysis of the process and the continuity of services offered. In the framework of this study, parents and professionals were interviewed individually. The results obtained from these interviews identify knowledge that was acquired, where it was acquired, elements that facilitated access to knowledge and the kind of needs that require learning systems, promoting continuity of services.
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108.More information
This article aims at introducing the concept of portfolio and its use as an evaluation tool for preschool children. First, it will describe the different applications of the portfolio, more specifically in the recent Quebec educational reform. And, secondly, it will present evidence-based practices than can lead to further researches.
Keywords: Évaluation, maternelle, portfolio, préscolaire, Assessment, kindergarten, portfolio, preschool, Avaliação, infantil, maternal, portefólio, pré-escolar
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109.More information
Although CEGEPs and universities offer individual accommodations to the diagnosed student population, many of these needs are beyond the reach of accessibility services. Faculty must take this situation into account in the classroom while maintaining their requirements (Desmarais, 2019). To help their colleagues meet this complex challenge, the research community is increasingly exploring the applications of Universal Pedagogy (now UP) in post-secondary education. To report on this emerging body of science, this article provides an overview of the issue, focusing on the perceptions of teaching and learning communities regarding UP, and on teacher training and the implementation of UP principles in French-speaking post-secondary settings. We report on five peer-reviewed studies conducted in Quebec and France and present the challenges, successful practices and needs identified empirically to implement this pedagogical approach. Lastly, we outline the needs for empirical research on the contributions and limitations of UP for the Francophone college and university sector.
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110.More information
During the Interwar period, French public authorities, along with educators, attempted to draw foreign music students to Paris, as they were considered to be “the most useful propagators of French culture,” according to Conservatoire de Paris director Henri Rabaud. As a proof of this interest, the École normale de musique and the Fontainebleau American Conservatory (schools that were dedicated to welcoming students from abroad) were founded and developed at the same time as the Association française d'action artistique (AFAA), an organization in charge of spreading French art abroad.