Fonctions d'un métamodèle de l'intervention éducationnelle et sociale auprès des personnes présentant des incapacités intellectuelles

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal

Expérience des familles dont un enfant présente une incapacité : perceptions et besoins actuels

La présence d’une incapacité chez un enfant peut poser des défis importants à sa famille. Cet article traite de perceptions des parents concernant cette expérience ainsi que leurs besoins. Il s’agit d’une recherche de type qualitatif. Des entrevues individuelles semi-dirigées ont été réalisées auprès de 24 parents d’enfants présentant les incapacités suivantes : 1) incapacités intellectuelles, 2) problèmes de santé mentale, 3) incapacités visuelles, 4) incapacités auditives, 5) incapacités motrices et 6) traumatisme craniocérébral. Les entrevues ont été analysées à l’aide du logiciel Atlas.ti (Muhr, 1997). Les résultats traitent de leur appréciation des aides et services reçus et de leur expérience familiale.The presence of a child with a disability can pose important challenges within the family. This article concerns the parents’ perceptions of their life experience and their needs. This qualitative design research was realized with 24 parents of children with the following incapacities: 1) intellectual disabilities, 2) mental health problems, 3) visual impairment, 4) hearing impairment, 5) physical disabilities, and 6) traumatic brain injury. The semi-directed individual interviews were analyzed with the software ATLAS.ti (Muhr, 1997). The results present informations about their appreciation of the assistances and services they received and their family life experience

Inclusion in Quebec childcare centers: financial support, adaptation, and training

BackgroundInclusion in childcare centers involves a support system that includes funding policies, inclusive practices and access to ongoing training. The province of Quebec (Canada) benefits from a network of subsidized childcare services for children from birth to 5 years old. Although two financial measures support educational childcare centers welcoming children with disabilities, there is a lack of knowledge about how these measures are used.Research questionsThe research questions are: (1) How do childcare centers use financial measures to support inclusion? (2) What adaptations are made in childcare centers? and (3) What is the ongoing training of educators to support inclusion?MethodThis research presents the results of an online survey completed by 94 childcare management staff and 154 childcare educators. The survey was developed using a two-way process involving the researchers along with representatives from government ministries and agencies and childcare management staff.ResultsResults reveal that just over half of management staff request financial measures for all children with special needs and does so mainly to hire additional and specialized human resources and replace staff in meetings with specialized services. The financial measures are perceived to meet material adaptation needs better than those for human resources. Adaptations made by educators relate to instructions, individual interventions, equipment, group activities, physical environment, and schedule and routines. Over half the educators report that adaptations involving group activities and schedules and routines are the most difficult to implement. Less than half the managers and educators had received ongoing training on inclusive practices. Issues addressed during such training include commonly recognized interventions based on diagnoses, collaboration with parents, collaboration with partner agencies or institutions, instructions, individual interventions, group activities, equipment, physical environment, and schedules and routines.DiscussionResults are discussed in terms of (1) needs met and funding model, and (2) dimensions of quality inclusive practices such as leadership of childcare management staff, training and professional development, collaboration with health and specialized social services, learning environments and partnership with families

Sexual abuse of intellectually disabled youth : a review

Intellectual disability (ID) is a condition characterized by significant limitations in intellectual functioning and adaptive behavior, which affects various everyday social and practical skills. This disability manifests itself before the age of 18 (American Association on Intellectual and Developmental Disabilities [AAIDD], 2010). While the global prevalence of ID is only 1% (Maulik, Mascarenhas, Mathers, Dua & Saxena, 2011), research shows that the risk of being sexually abused is 2 to 6 times greater among intellectually disabled youth than among typically developing youth (Dion, Bouchard, Gaudreault & Mercier, 2012). It is also argued that the prevalence of sexual abuse may be underestimated among intellectually disabled youth, as disclosure may be more difficult for them because of their limited vocabulary and communicative abilities (Murphy, 2007). Despite this higher risk, professionals who work with this population have little information on the issue. Myths and prejudices which devalue intellectually disabled people in our society, such as the notions that they are asexual or that they do not suffer, may increase their vulnerability to sexual abuse (Mansell & Sobsey, 2001). Expanding our knowledge in the field of ID and sexual abuse may help dispel these myths and break down these prejudices. This article presents a literature review that aims to 1) provide an overview of sexual abuse of intellectually disabled youth, and 2) discuss the implications for prevention and intervention for these vulnerable youth

Assessment, Intervention, and Training Needs of Service Providers for Children with Intellectual Disabilities or Autism Spectrum Disorders and Concurrent Problem Behaviours

This study documented the perceived needs of therapists, specialists, and managers who work with children with intellectual disabilities (ID) and/or autism spectrum disorders (ASD) and concurrent problem behaviours (PBs). Seventy-five respondents from specialized PB and early childhood programs within eight public rehabilitation centres were surveyed. They were asked to describe current practices and perceived needs in terms of assessment, intervention, and training with respect to the target population. Overall, the perceptions of staff were consistent with the results of previous studies examining families’ perspectives. Salient themes include the need for specialized assessments for PBs in young children, collaboration between multiple service providers and families, and additional staff training in child development and interventions for PBs. These findings underscore the importance of offering diversified services adapted to the needs of children with PBs, their families, and their service providers

La transition vers la maternelle des enfants ayant un trouble du spectre de l’autisme : une revue narrative = Transition to kindergarten of children with autism spectrum disorder: a narrative literature review

Il est reconnu que la transition vers le milieu scolaire est une étape cruciale et complexe pour tous les enfants et leurs familles, et particulièrement pour les enfants ayant des besoins particuliers. La présente revue narrative vise à identifier comment la transition vers la maternelle d’enfants ayant un trouble du spectre de l’autisme (TSA) a été abordée dans la littérature scientifique en s’appuyant sur les résultats de 13 études datées de 2004 à 2019. Cette synthèse a permis de mettre en lumière les principaux indicateurs utilisés pour évaluer la qualité et la réussite de cette transition. De plus, des défis ont été identifiés, notamment en lien avec la communication/collaboration impliquant les intervenants et les parents ainsi que le processus d’individualisation de la transition. It is recognized that the transition to school is a crucial and complex step for all children and their families, and particularly for children with special needs. The purpose of this narrative literature review is to identify how the transition to kindergarten for children with autism spectrum disorders (ASD) has been addressed in the scientific literature, based on the results of 13 studies from 2004 to 2019. This synthesis highlights the main indicators used to assess the quality and success of this transition. In addition, challenges are identified, particularly in relation to communication/collaboration involving practitioners and parents as well as the process of individualizing the transition

L’intégration scolaire d’enfants ayant une incapacité: perceptions des parents québécois

Que peut‐on apprendre de l’expérience des parents d’enfants ayant une incapacité? Il apparaît important de prendre en considération les perceptions des parents relativement au processus et à la qualité de l’intégration scolaire de leur enfant, d’autant plus que la réforme scolaire québécoise fait de la collaboration école‐famille l’une des six voies d’action en matière d’adaptation scolaire, donc porteuse de transformations des pratiques. Cet article présente les résultats d’une étude de cas réalisée auprès de 24 familles québécoises dont un enfant présente une incapacité. S’inspirant du codage par réseau, le traitement des données a permis de faire ressortir la richesse de la totalité du discours de façon inductive tout en préservant la subtilité et la complexité du discours. Mots clés: inclusion scolaire, intégration scolaire, incapacité, perceptions des parents, expérience dʹintégration What can we learn from the experience of parents of disabled children? It seems important to consider parental perceptions about the process and quality of their child’s integration into the school, especially since the Quebec school reform has made school‐family cooperation one of the six avenues for action in special education, which transforms practices. We present the results of a case study of 24 Quebec families, each with a disabled child. Drawing upon network analysis, our evaluation of the data brought out inductively the richness of all views while preserving their subtlety and complexity. Key words: school inclusion, school integration, disability, parents’ perceptions, integration experience

Transition scolaire des enfants ayant des besoins particuliers/enfants handicapés : regards croisés entre intervenants des milieux de garde et scolaires

Supporting children with special needs or disabilities during the transition from childcare to preschool is essential to ensure that this first school transition is a positive one. This study is part of a large Quebec survey on inclusive practices in childcare settings and aims to reveal a portrait of the practices implemented to support these children’s transition, by considering the views of childcare and school stakeholders. The data were collected using an online questionnaire and analyzed both quantitatively and qualitatively. The results indicate that some practices considered effective are being implemented, but some would benefit from further use. Also, despite a high level of satisfaction among school stakeholders with the relevance of the information received from childcare settings, challenges related to information sharing remain.Soutenir les enfants ayant des besoins particuliers/enfants handicapés au cours de la transition du milieu de garde vers le milieu scolaire est essentiel afin que cette première transition scolaire soit vécue de manière positive. La présente étude s’inscrit dans une vaste enquête québécoise sur les pratiques inclusives en milieux de garde et vise à brosser un portrait des pratiques mises en œuvre pour soutenir la transition de ces enfants, en considérant les points de vue des intervenants des milieux de garde et scolaires. Les données ont été recueillies avec un questionnaire en ligne et analysées de manière quantitative et qualitative. Les résultats indiquent que des pratiques considérées efficaces sont mises en œuvre, mais que certaines mériteraient d’être utilisées davantage. Aussi, malgré un niveau de satisfaction élevé des intervenants scolaires par rapport à la pertinence des renseignements reçus des milieux de garde, des défis en lien avec le partage d’informations demeurent