UNDERSTANDING THE DIFFICULTIES HINDERING INTER-AGENCY COLLABORATION FOR STUDENTS WITH SPECIAL NEEDS IN QUEBEC

In 2003, the government of Quebec established the Agreement for the Complementarity of Services Between the Health and Social Services Network and the Education Network to define principles and obligations for inter- agency collaboration aimed at students with special needs and their families. This study documents the perspectives of organisation members from both networks. One hundred eighty-one participants were interviewed regarding their perceptions of inter-agency collaboration and related difficulties. Findings reveal that although network members are committed to collaborate in concordance with the Agreement, significant obstacles hinder an effective partnership, including an overall lack of coherence and gaps in the conditions required for an effective partnership, as well as insufficient awareness of the Agreement.

L’entrée à la maternelle de l’enfant ayant un trouble du spectre de l’autisme : une transition à planifier

L’entrée à la maternelle de l’enfant ayant un trouble du spectre de l’autisme peut s’avérer une transition complexe. Une bonne préparation de l’enfant et du milieu scolaire d’accueil est indispensable. À cette fin, un programme de transition permettant à l’enfant de fréquenter sa future classe de maternelle dès le mois de mai précédant son entrée à l’écolea été développé. L’évaluation de l’implantation du programme a été réalisée par une étude de type qualitatif à laquelle ont participé vingt-sept personnes des milieux scolaire et de réadaptation. Les résultats présentent les retombées de l’application du programme sur les enfants, leurs parents, les enseignants, les intervenants du centre de réadaptation etl’équipe-école. Sont également identifiées les conditions qui peuvent faciliter ou faire obstacle à la mise en oeuvre du programme

Search for dark matter produced in association with bottom or top quarks in √s = 13 TeV pp collisions with the ATLAS detector

A search for weakly interacting massive particle dark matter produced in association with bottom or top quarks is presented. Final states containing third-generation quarks and miss- ing transverse momentum are considered. The analysis uses 36.1 fb−1 of proton–proton collision data recorded by the ATLAS experiment at √s = 13 TeV in 2015 and 2016. No significant excess of events above the estimated backgrounds is observed. The results are in- terpreted in the framework of simplified models of spin-0 dark-matter mediators. For colour- neutral spin-0 mediators produced in association with top quarks and decaying into a pair of dark-matter particles, mediator masses below 50 GeV are excluded assuming a dark-matter candidate mass of 1 GeV and unitary couplings. For scalar and pseudoscalar mediators produced in association with bottom quarks, the search sets limits on the production cross- section of 300 times the predicted rate for mediators with masses between 10 and 50 GeV and assuming a dark-matter mass of 1 GeV and unitary coupling. Constraints on colour- charged scalar simplified models are also presented. Assuming a dark-matter particle mass of 35 GeV, mediator particles with mass below 1.1 TeV are excluded for couplings yielding a dark-matter relic density consistent with measurements

Discutindo a educação ambiental no cotidiano escolar: desenvolvimento de projetos na escola formação inicial e continuada de professores

A presente pesquisa buscou discutir como a Educação Ambiental (EA) vem sendo trabalhada, no Ensino Fundamental e como os docentes desta escola compreendem e vem inserindo a EA no cotidiano escolar., em uma escola estadual do município de Tangará da Serra/MT, Brasil. Para tanto, realizou-se entrevistas com os professores que fazem parte de um projeto interdisciplinar de EA na escola pesquisada. Verificou-se que o projeto da escola não vem conseguindo alcançar os objetivos propostos por: desconhecimento do mesmo, pelos professores; formação deficiente dos professores, não entendimento da EA como processo de ensino-aprendizagem, falta de recursos didáticos, planejamento inadequado das atividades. A partir dessa constatação, procurou-se debater a impossibilidade de tratar do tema fora do trabalho interdisciplinar, bem como, e principalmente, a importância de um estudo mais aprofundado de EA, vinculando teoria e prática, tanto na formação docente, como em projetos escolares, a fim de fugir do tradicional vínculo “EA e ecologia, lixo e horta”.Facultad de Humanidades y Ciencias de la Educació