Abstracts
Résumé
Cette étude a pour but de documenter les perceptions des étudiants ayant un TDAH et des conseillers en services adaptés quant aux pratiques enseignantes favorisant la réussite scolaire de ces étudiants. Des entrevues ont été réalisées auprès de 29 étudiants ayant un TDAH, provenant de cégeps et d’universités québécoises et leurs conseillers en services adaptés (n = 9). Les participants rapportent une variété d’actions favorisant la réussite de ces étudiants telles que des actions liées au soutien visuel, à la compréhension, à l’évaluation, à la gestion du temps, à l’organisation des informations, aux stratégies d’enseignement, et le rapport à l’enseignant. Les résultats mettent de l’avant le rôle de premier plan des enseignants dans la réussite des étudiants ayant un TDAH.
Mots-clés :
- TDAH,
- étudiants postsecondaires,
- expérience scolaire,
- pratiques enseignantes,
- voix des étudiants
Abstract
This study aims to document the perceptions of students with ADHD and counselors from offices of disability services regarding teaching practices that promote the academic success of these students. In depth individual interviews were conducted with 29 students with ADHD from Quebec general and vocational colleges and universities and their counselors (n = 9). Participants reported a variety of actions taken by teachers that promote the success of students with ADHD. These actions related to visual support, support for comprehension, support for assessment, support for time management, support for the organization of information, teaching strategies, and the relationship with teachers. The results highlight the role of teachers in the success of students with ADHD.
Keywords:
- ADHD,
- postsecondary students,
- school experience,
- teaching practices,
- students voice
Appendices
Bibliographie
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