Ontosystemic and Microsystemic Conditions toward Inclusive Education of Students with Emotional and Behavioral Disorders in Quebec Primary School.
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| Title: | Ontosystemic and Microsystemic Conditions toward Inclusive Education of Students with Emotional and Behavioral Disorders in Quebec Primary School. |
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| Authors: | Verret, Claudia1 verret.claudia@uqam.ca, Gaudreau, Nancy2, Massé, Line3, Nadeau, Marie-France4 |
| Source: | International Journal of Special Education. 2022, Vol. 37 Issue 2, p33-42. 10p. |
| Subject Terms: | *Inclusive education, *Primary schools, *School environment, *Content analysis, Ecological models |
| Geographic Terms: | Québec (Québec) |
| Abstract: | Using the ecological model of Bronfenbrenner (1979), the purpose of this study was to document the perceptions of primary school stakeholders concerning the favorable and unfavorable conditions that support inclusive education with student presenting emotional and behavioral disorders (EBD), more specifically about the characteristics of the students (onto) and the school environment (micro). Based on a qualitative interpretative approach, interviews were conducted with 58 school stakeholders at five Quebec primary schools. The results of content analysis for ontosystem showed that school stakeholders perceived the characteristics of students with EBD from a deficit perspective, which relied on perceptions that students do not have sufficient skills for inclusive education to be considered. From the microsystemic perspective, participants reported that inclusive education is fostered by the quality of relationships between students and school stakeholders, the educational practices, and the needs of support from paraprofessionals. The results underline the complexity surrounding key conditions to successfully realizing the project of inclusive education for students having EBD. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special 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: 160895093 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Ontosystemic and Microsystemic Conditions toward Inclusive Education of Students with Emotional and Behavioral Disorders in Quebec Primary School. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Verret%2C+Claudia%22">Verret, Claudia</searchLink><relatesTo>1</relatesTo><i> verret.claudia@uqam.ca</i><br /><searchLink fieldCode="AR" term="%22Gaudreau%2C+Nancy%22">Gaudreau, Nancy</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Massé%2C+Line%22">Massé, Line</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Nadeau%2C+Marie-France%22">Nadeau, Marie-France</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2022, Vol. 37 Issue 2, p33-42. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Ecological+models%22">Ecological models</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Québec+%28Québec%29%22">Québec (Québec)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Using the ecological model of Bronfenbrenner (1979), the purpose of this study was to document the perceptions of primary school stakeholders concerning the favorable and unfavorable conditions that support inclusive education with student presenting emotional and behavioral disorders (EBD), more specifically about the characteristics of the students (onto) and the school environment (micro). Based on a qualitative interpretative approach, interviews were conducted with 58 school stakeholders at five Quebec primary schools. The results of content analysis for ontosystem showed that school stakeholders perceived the characteristics of students with EBD from a deficit perspective, which relied on perceptions that students do not have sufficient skills for inclusive education to be considered. From the microsystemic perspective, participants reported that inclusive education is fostered by the quality of relationships between students and school stakeholders, the educational practices, and the needs of support from paraprofessionals. The results underline the complexity surrounding key conditions to successfully realizing the project of inclusive education for students having EBD. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special 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: Identifiers: – Type: doi Value: 10.52291/ijse.2022.37.38 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 33 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Primary schools Type: general – SubjectFull: School environment Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Ecological models Type: general – SubjectFull: Québec (Québec) Type: general Titles: – TitleFull: Ontosystemic and Microsystemic Conditions toward Inclusive Education of Students with Emotional and Behavioral Disorders in Quebec Primary School. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Verret, Claudia – PersonEntity: Name: NameFull: Gaudreau, Nancy – PersonEntity: Name: NameFull: Massé, Line – PersonEntity: Name: NameFull: Nadeau, Marie-France IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 37 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Special Education Type: main |
| ResultId | 1 |
