Abstracts
Résumé
Cet article présente les résultats d’une recherche portant sur l’évaluation d’un programme d’accompagnement collaboratif des enseignants du secondaire afin de faciliter l’inclusion scolaire d’élèves présentant des troubles du comportement, en particulier les perceptions des acteurs concernant les conditions d’efficacité du programme. Des entretiens semi-dirigés ont été réalisés auprès de 42 enseignants ayant été accompagnés, onze accompagnateurs et huit directions d’école. Selon l’analyse qualitative des résultats, le programme peut facilement être mis en place auprès des enseignants qui oeuvrent dans les écoles secondaires afin de faciliter l’intégration des élèves présentant des troubles du comportement. L’élément clé du programme semble être les activités de résolution de problème basées sur une évaluation fonctionnelle des comportements problématiques.
Mots-clés :
- accompagnement,
- consultation scolaire,
- évaluation fonctionnelle des comportements,
- enseignant,
- trouble du comportement
Abstract
This article presents some results of the evaluative research that was conducted on a collaborative school consulting program to facilitate integration of adolescents with behavior disorders in mainstream classes of secondary schools. It examines particularly the stakeholders’ perceptions regarding the conditions of program effectiveness. Semi-structured interviews were conducted with teachers (N = 42), resource persons accompanying individuals or groups (N = 11) and school managers (N = 8). According to qualitative analysis of the interviews, the program should be easily implemented with secondary teachers in order to facilitate the integration of EBD students. The problem solving process seems the core element of the program.
Keywords:
- school consultation,
- functional behavior assessment,
- teacher,
- behavior disorder,
- secondary school
Resumen
Este artículo presenta los resultados de una investigación sobre la evaluación de un programa de acompañamiento colaborativo de maestros de secundaria, con el objetivo de facilitar la inclusión escolar de alumnos con problemas de comportamiento y, en particular, sobre las percepciones de los actores en lo que se refiere a las condiciones de eficacia del programa. Se llevaron a cabo entrevistas semi-dirigidas con 42 maestros que habían sido acompañados, once acompañantes y ocho direcciones de escuela. Según el análisis cualitativo de los resultados, el programa puede desarrollarse fácilmente con maestros que trabajan en escuelas secundarias, de forma que se facilite la integración de los alumnos con problemas de comportamiento. El elemento clave del programa parece ser las actividades de resolución de problemas basadas en una evaluación funcional de los comportamientos problemáticos.
Palabras clave:
- Acompañante,
- consultación escolar,
- evaluación funcional de comportamientos,
- maestro,
- problema de comportamiento
Appendices
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