Conditions favorables et défavorables au développement de pratiques inclusives en enseignement secondaire: les conclusions d'une métasynthèse.
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| Title: | Conditions favorables et défavorables au développement de pratiques inclusives en enseignement secondaire: les conclusions d'une métasynthèse. |
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| Authors: | Rousseau, Nadia1, Point, Mathieu1, Desmarais, Karelle1, Vienneau, Raymond2 |
| Source: | Canadian Journal of Education / Revue Canadienne de l'Éducation. 2017, Vol. 40 Issue 2, p1-29. 29p. |
| Subject Terms: | *Special needs students, *Service learning, *School administration, *Special education, *Inclusive education, *Teacher leadership |
| Abstract (English): | To better respond to student diversity in the classroom, the school, from an inclusive perspective, must adapt. In this study, using the "practices based on informed decision-making" model, we have chosen to highlight a new understanding of the issues related to the inclusion of high school students. This meta-synthesis's objectives are to identify the favourable and adverse conditions of inclusive education for students with special needs while considering the organization of services given to students, teaching practices and other conditions emerging from scientific literature. The results show that contributing factors for inclusion include openness to change, administrative leadership, teacher stance and the collaborative culture within the school. In turn, adverse conditions are partly related to negative attitudes, low expectations and fears of school staff as well as a lack of flexibility in the school organization. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Afin de mieux répondre à la diversité des élèves en classe, l'école, dans une perspective inclusive, doit s'adapter. Dans le cadre de cette étude, en utilisant le modèle de pratiques fondées sur les prises de décisions éclairées, nous avons choisi de mettre en évidence une nouvelle compréhension des enjeux liés à l'inclusion des élèves du secondaire. Les objectifs de cette métasynthèse sont d'identifier les conditions favorables et défavorables à l'inclusion scolaire des élèves ayant des besoins particuliers, eu égard à l'organisation des services à l'élève, aux pratiques pédagogiques et à d'autres conditions émergeant de la littérature scientifique. Les résultats révèlent que les conditions favorables à l'inclusion reposent notamment sur une ouverture au changement, le leadership de la direction, la posture de l'enseignant et la culture de collaboration au sein de l'école. Les conditions défavorables sont pour leur part en partie liées à des attitudes négatives, des attentes peu élevées et des craintes de la part des acteurs scolaires de même qu'à un manque de flexibilité de l'organisation scolaire. [ABSTRACT FROM AUTHOR] |
| Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 148328969 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Conditions favorables et défavorables au développement de pratiques inclusives en enseignement secondaire: les conclusions d'une métasynthèse. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rousseau%2C+Nadia%22">Rousseau, Nadia</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Point%2C+Mathieu%22">Point, Mathieu</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Desmarais%2C+Karelle%22">Desmarais, Karelle</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Vienneau%2C+Raymond%22">Vienneau, Raymond</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Education+%2F+Revue+Canadienne+de+l'Éducation%22">Canadian Journal of Education / Revue Canadienne de l'Éducation</searchLink>. 2017, Vol. 40 Issue 2, p1-29. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Special+needs+students%22">Special needs students</searchLink><br />*<searchLink fieldCode="DE" term="%22Service+learning%22">Service learning</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+leadership%22">Teacher leadership</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: To better respond to student diversity in the classroom, the school, from an inclusive perspective, must adapt. In this study, using the "practices based on informed decision-making" model, we have chosen to highlight a new understanding of the issues related to the inclusion of high school students. This meta-synthesis's objectives are to identify the favourable and adverse conditions of inclusive education for students with special needs while considering the organization of services given to students, teaching practices and other conditions emerging from scientific literature. The results show that contributing factors for inclusion include openness to change, administrative leadership, teacher stance and the collaborative culture within the school. In turn, adverse conditions are partly related to negative attitudes, low expectations and fears of school staff as well as a lack of flexibility in the school organization. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Afin de mieux répondre à la diversité des élèves en classe, l'école, dans une perspective inclusive, doit s'adapter. Dans le cadre de cette étude, en utilisant le modèle de pratiques fondées sur les prises de décisions éclairées, nous avons choisi de mettre en évidence une nouvelle compréhension des enjeux liés à l'inclusion des élèves du secondaire. Les objectifs de cette métasynthèse sont d'identifier les conditions favorables et défavorables à l'inclusion scolaire des élèves ayant des besoins particuliers, eu égard à l'organisation des services à l'élève, aux pratiques pédagogiques et à d'autres conditions émergeant de la littérature scientifique. Les résultats révèlent que les conditions favorables à l'inclusion reposent notamment sur une ouverture au changement, le leadership de la direction, la posture de l'enseignant et la culture de collaboration au sein de l'école. Les conditions défavorables sont pour leur part en partie liées à des attitudes négatives, des attentes peu élevées et des craintes de la part des acteurs scolaires de même qu'à un manque de flexibilité de l'organisation scolaire. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: fre Text: French PhysicalDescription: Pagination: PageCount: 29 StartPage: 1 Subjects: – SubjectFull: Special needs students Type: general – SubjectFull: Service learning Type: general – SubjectFull: School administration Type: general – SubjectFull: Special education Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Teacher leadership Type: general Titles: – TitleFull: Conditions favorables et défavorables au développement de pratiques inclusives en enseignement secondaire: les conclusions d'une métasynthèse. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rousseau, Nadia – PersonEntity: Name: NameFull: Point, Mathieu – PersonEntity: Name: NameFull: Desmarais, Karelle – PersonEntity: Name: NameFull: Vienneau, Raymond IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 03802361 Numbering: – Type: volume Value: 40 – Type: issue Value: 2 Titles: – TitleFull: Canadian Journal of Education / Revue Canadienne de l'Éducation Type: main |
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