Abstracts
Résumé
L’étude présente les premières données concernant la scolarisation des élèves québécois ayant le SGT dans le contexte de la Politique de l’adaptation scolaire en lien avec la réforme de l’éducation. L’objectif est de présenter un portrait des manifestations comportementales, des troubles associés, de la classification en tant qu’élèves handicapés ou en difficulté d’adaptation ou d’apprentissage et des milieux éducatifs fréquentés par ces élèves. Un questionnaire d’enquête descriptive a été envoyé aux membres de l’Association québécoise du syndrome de la Tourette. Les résultats indiquent que 14 des 32 participants fréquentent des classes ordinaires. Le code de difficulté attribué pour les troubles relevant de la psychopathologie est néanmoins celui le plus souvent octroyé. La conclusion réfléchit aux interventions et au soutien apporté à ces élèves, en vue de leur réussite scolaire.
Mots-clés :
- syndrome de la Tourette,
- scolaire,
- comportement,
- concomitance,
- services éducatifs
Abstract
This study presents the first results regarding the schooling of children with Tourette syndrome in Quebec within the context of the education reform. The objective is to present data concerning symptoms, behaviors, comorbidities, classification of special education, and educational environment. A questionnaire was developed and sent out to the members of the Association québécoise du syndrome de la Tourette. Results show that 14 of 32 participants are not in special classrooms. Nevertheless, classification associated with psychopathological problems is the most frequent outcome. Conclusion reflects upon the type of support and interventions that may lead to school success.
Keywords:
- Tourette syndrome,
- school,
- behaviors,
- comorbidities,
- educational support
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Appendices
Bibliographie
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