Documents found
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411.More information
The number of students with disabilities has increased by more than 900% in Québec universities Such an increase generates undue pressures on both the academic services available to that clientele and the personnel responsible for internships placement and supervision. In the past decade, a number of studies have attempted to make up for the lack of scientific knowledge on in-class support (measures to support the trainees.), and only a small number of studies worldwide, have focused specifically on accommodation in the context of internships. This situation prompted the current researchers to conduct an exploratory research in partnership with university supervisors, field supervisors and internship coordinators. The research concentrated on three professional programs in order to highlight the specific challenges and issues supervisors must confront while providing support to students with disabilities. The study will eventually focus on testing the identified measures so as to assess their impact and help in developing required modifications.
Keywords: étudiants en situation de handicap, formation pratique, mesures d'accommodement et d'accompagnement, recherche-action collaborative, students with disability, clinical placement, accommodation and support measures, collaborative-action research
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412.More information
Through Quebec universities, the population of students with emerging disabilities is higher than the population of students with physical disabilities. Within our university, the social work's departement has the largest proportion of students with emerging disabilities. The varied challenges faced by these students with mental or neurodevelopmental disorders during their theoretical training tend to increase during internships, leading to extensions, dropouts or failures. The aim of this article is to describe the structure that has been developped to support these social work students.
Keywords: Étudiants en situation de handicap, Études post-secondaires, Travail social, Troubles mentaux, Troubles neurodéveloppementaux, Students with Disabilities, Postsecondary Education, Social Work, Mental Disorders, Neurodevelopmental disorders
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416.More information
This article presents some results of the evaluative research that was conducted on a collaborative school consulting program to facilitate integration of adolescents with behavior disorders in mainstream classes of secondary schools. It examines particularly the stakeholders' perceptions regarding the conditions of program effectiveness. Semi-structured interviews were conducted with teachers (N = 42), resource persons accompanying individuals or groups (N = 11) and school managers (N = 8). According to qualitative analysis of the interviews, the program should be easily implemented with secondary teachers in order to facilitate the integration of EBD students. The problem solving process seems the core element of the program.
Keywords: accompagnement, consultation scolaire, évaluation fonctionnelle des comportements, enseignant, trouble du comportement, school consultation, functional behavior assessment, teacher, behavior disorder, secondary school, Acompañante, consultación escolar, evaluación funcional de comportamientos, maestro, problema de comportamiento
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417.More information
Interest in the place accorded to gifted adults in our society and the socio-occupational integration difficulties they have to deal with has grown over the last few years. Despite their intelligence, gifted people have certain vulnerabilities and do not always enjoy working conditions that would allow them to develop to their full potential. However, public policies, be they European or national, are paying more attention to their place in socio-productive organizations. Given the importance of promoting diversity and quality of work life, a collective investment in this issue would undoubtedly be beneficial to society and allow it to better integrate the myriad resources of human intelligence.
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418.More information
SummaryIn this article, we will describe the impacts of dyslexia on the behaviours of dyslexic workers within their organization. The learning disabilities associated with the invisible disability of dyslexia can lead to situations of stigmatization in childhood, causing wounds, or stigmas, in the individuals concerned, which remain open throughout their lives and which, when revived in an organizational environment, will lead to a response of concealing the disability. To carry out this research, we used life story methodology (Bertaux, 1997) to analyze the results of a 4-year study of 21 people. A research protocol was adapted to this sensitive topic to facilitate the interviewees' testimony. The results show that dyslexic workers can develop several types of tactics to hide their disability in order to avoid new suffering induced by the revival of their stigma. Thus, our article focuses on how this stigma impacts dyslexic workers in their tactics of disability concealment and disclosure. These tactics have been discussed by Clair et al. (2005) and Jones and King (2014). Our analysis enriches that literature by demonstrating the existence of tactics other than those described by the above two studies, such as the one we call the tactic of disability transfiguration. Our analysis also offers keys to understanding the consequences of having a stigma, for dyslexic workers, with regard to the process of disclosing this disability. AbstractBeing affected by dyslexia in the workplace can be a challenge. Already victims of stigmatization during their education because of the disorders caused by this handicap, dyslexic workers deploy strategies to blend in and avoid having their handicap detected in order not to relive these situations of suffering. This research was carried out with the aim of uncovering these strategies of concealment put in place by these workers in order to maintain a positive image with their managers and their team. The researcher is himself dyslexic and can access this sensitive terrain and adopt an auto-ethnographic posture.
Keywords: Dyslexie, stigmate, dissimulation, révélation, handicap invisible, Dyslexia, stigma, concealment, disclosure, invisible disability
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419.More information
How might music teachers help their students cope with the anxiety-provoking aspects of public performance? This article aims to provide some elements to answer this question. It is important to consider that public performance is one of the main aspects of musical practice from the start of the learning process. Given the high prevalence of music performance anxiety—mpa among musicians of all levels and ages, the teacher has an important role. Based on a literature review, the sources of mpa are analyzed and, for each of them, strategies that could be used by a music teacher are indicated. Emphasis is placed on prevention and on the importance of raising music teachers' awareness of mpa.
Keywords: anxiété de performance musicale, enseignants de musique, prévention, révision de la littérature, stratégies de gestion, coping strategies, literature review, music performance anxiety, music teachers, prevention
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420.More information
How do we distinguish socially legitimate singularities (differences, dissimilarities, extravagances, etc.) from disturbing figures of disorder (deviations, pathologies, anomies, etc.) who activate the “invisible hand of intervention” (psychologists, doctors, social workers, sociologists, etc.)? What are the normative conditions of astonishment, concern, and indignation that mobilize sociologists (and other “logists”)? How do we switch from the series “observe, understand, and let be” to “worry, analyze, and intervene”? We will develop our argument in five steps: 1) distinguish two elementary forms of the conditions of attention (resemblance and analysis) when it comes to apprehending an unknown phenomenon; 2) sketch the characteristics of a space of order in terms of liminal functions (possible–impossible, thinkable–unthinkable, etc.) and interfaces (human–nonhuman, conforming–deviant, etc.); 3) problematize the “obviousness” of the new space of order around emotion and intersectionality; 4) describe how “the invisible hand of intervention” distinguishes the statuses of “abnormal” (pathology, problem, deviance, etc.) and “anomalous” (difference, dissimilarity, diversity, etc.) to “classify” the different phenomena; and, finally, 5) list some contemporary characteristics of our “sociological way of reading” the “problematic social” universe, that is, our specific way of “paying attention” to the social.
Keywords: problèmes sociaux, intervention sociale, déviance, émotion, intersectionnalité, social problems, social intervention, deviance, emotion, intersectionality