Abstracts
Résumé
Cette étude a pour but de documenter les perceptions des étudiants ayant un TDAH et des conseillers en services adaptés quant aux pratiques enseignantes favorisant la réussite scolaire de ces étudiants. Des entrevues ont été réalisées auprès de 29 étudiants ayant un TDAH, provenant de cégeps et d’universités québécoises et leurs conseillers en services adaptés (n = 9). Les participants rapportent une variété d’actions favorisant la réussite de ces étudiants telles que des actions liées au soutien visuel, à la compréhension, à l’évaluation, à la gestion du temps, à l’organisation des informations, aux stratégies d’enseignement, et le rapport à l’enseignant. Les résultats mettent de l’avant le rôle de premier plan des enseignants dans la réussite des étudiants ayant un TDAH.
Mots-clés :
- TDAH,
- étudiants postsecondaires,
- expérience scolaire,
- pratiques enseignantes,
- voix des étudiants
Abstract
This study aims to document the perceptions of students with ADHD and counselors from offices of disability services regarding teaching practices that promote the academic success of these students. In depth individual interviews were conducted with 29 students with ADHD from Quebec general and vocational colleges and universities and their counselors (n = 9). Participants reported a variety of actions taken by teachers that promote the success of students with ADHD. These actions related to visual support, support for comprehension, support for assessment, support for time management, support for the organization of information, teaching strategies, and the relationship with teachers. The results highlight the role of teachers in the success of students with ADHD.
Keywords:
- ADHD,
- postsecondary students,
- school experience,
- teaching practices,
- students voice
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Appendices
Notes biographiques
Jeanne Lagacé-Leblanc
a obtenu son doctorat en psychoéducation à l'Université du Québec à Trois-Rivières (Québec, Canada). Ses recherches portent sur l'expérience des étudiants en situation de handicap, l'efficacité et les obstacles à la mise en place de mesures d’accommodements et les pratiques d'enseignement inclusives au postsecondaire.
Nadia Rousseau
professeure titulaire au département des sciences de l'éducation de l'Université du Québec à Trois-Rivières (Québec, Canada). Elle est coresponsable du Laboratoire de recherche et développement pour le soutien à la diversité. Ses recherches portent sur l'expérience scolaire et la conscience de soi des jeunes ayant des difficultés d'apprentissage, l'éducation inclusive et les facteurs clés pour promouvoir la qualification chez les jeunes ayant des difficultés scolaires importantes.
Line Massé
professeure titulaire au département de psychoéducation et de travail social de l'Université du Québec à Trois-Rivières (Québec, Canada). Elle est chercheuse et co-directrice du Laboratoire de recherche et d'intervention sur les difficultés d'adaptation psychosociale à l'école (LaRIDAPE). Ses recherches portent sur l'inclusion scolaire et les élèves présentant des difficultés émotionnelles et comportementales.
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Appendices
Biographical notes
Jeanne Lagacé-Leblanc
obtained her Ph.D. in psychoeducation at the Université du Québec à Trois-Rivières (Québec, Canada). Her research interests include the experiences of students with disabilities, the effectiveness and barriers to implementing reasonable accommodations, and inclusive teaching practices for postsecondary instructors.
Nadia Rousseau
is a full professor in the Department of Educational Sciences at the Université du Québec à Trois-Rivières (Québec, Canada) and co-head of the Laboratory for Research and Development to Support Diversity. Her research focuses on the school experience and self-awareness of youth with learning disabilities, inclusive education, and the key factors promoting qualification in youth with significant academic difficulties.
Line Massé
is a full professor in the Department of Psychoeducation and Social Work at the Université du Québec à Trois-Rivières (Québec, Canada). She is a researcher and co-director at the Laboratoire de recherche et d'intervention sur les difficultés d'adaptation psychosociale à l'école (LaRIDAPE). Her research interests include school inclusion and students with emotional and behavioral difficulties.