ror.org/01bvm0h13
Parties annexes
Bibliographie
- Abbott, D. (2013). Who Says What, Where, Why and How? Doing Real-World Research with Disabled Children, Young People and Family Members. In T. Curran & K. Runswick-Cole (Éds.), Disabled Children’s Childhood Studies (p. 39‑56). Palgrave Macmillan UK. https://doi.org/10.1057/9781137008220_6
- Abebe, T. (2009). Multiple methods, complex dilemmas : Negotiating socio-ethical spaces in participatory research with disadvantaged children. Children’s Geographies, 7(4), 451‑465. https://doi.org/10.1080/14733280903234519
- Adderley, R. J., Hope, M. A., Hughes, G. C., Jones, L., Messiou, K., & Shaw, P. A. (2015). Exploring inclusive practices in primary schools : Focusing on children’s voices. European Journal of Special Needs Education, 30(1), 106‑121. https://doi.org/10.1080/08856257.2014.964580
- Ainscow, M., & Messiou, K. (2018). Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19(1), 1‑17. https://doi.org/10.1007/s10833-017-9312-1
- Alderson, P. (2008). Children as researchers : Participation rights and research methods. In P. Christensen & A. James, Research with Children (p. 76‑290).
- Bailey, S., Boddy, K., Briscoe, S., & Morris, C. (2015). Involving disabled children and young people as partners in research : A systematic review. Child: Care, Health and Development, 41(4), 505‑514. https://doi.org/10.1111/cch.12197
- Bigby, C., Frawley, P., & Ramcharan, P. (2014). Conceptualizing Inclusive Research with People with Intellectual Disability. Journal of Applied Research in Intellectual Disabilities, 27(1), 3‑12. https://doi.org/10.1111/jar.12083
- Bondy, E., & Brownell, M. (2004). Getting beyond the research to practice gap : Researching against the grain. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 27(1), 47‑56.
- Bushin, N. (2007). Interviewing with Children in their Homes : Putting Ethical Principles into Practice and Developing Flexible Techniques. Children’s Geographies, 5(3), 235‑251. https://doi.org/10.1080/14733280701445796
- Chatenoud, C., Ramel, S., Trépanier, N. S., Gombert, A., & Paré, M. (2018). De l’éducation inclusive à une communauté éducative pour tous. Revue des sciences de l’éducation, 44(1), 3‑11. https://doi.org/10.7202/1054155ar
- Coates, J., & Vickerman, P. (2010). Empowering children with special educational needs to speak up : Experiences of inclusive physical education. Disability and Rehabilitation, 32(18), 1517‑1526. https://doi.org/10.3109/09638288.2010.497037
- Committee on the Rights of the Child (2009). General Comment No. 12: The right of the child to be heard. CRC/C/GC/12 (Geneva, United Nations).
- Danker, J., Strnadová, I., & Cumming, T. M. (2017). Engaging Students With Autism Spectrum Disorder in Research Through Participant-Driven Photo-Elicitation Research Technique. Australasian Journal of Special Education, 41(1), 35‑50. https://doi.org/10.1017/jse.2016.7
- Griffiths, A.-J., Alsip, J., Hart, S. R., Round, R. L., & Brady, J. (2021). Together We Can Do So Much : A Systematic Review and Conceptual Framework of Collaboration in Schools. Canadian Journal of School Psychology, 36(1), 59‑85. https://doi.org/10.1177/0829573520915368
- Horgan, D. (2017). Child participatory research methods : Attempts to go ‘deeper’. Childhood, 24(2), 245‑259. https://doi.org/10.1177/0907568216647787
- Kellett, M. (2005). Children as active researchers : A new research paradigm for the 21st century? ESRC, UK.
- Lavigne, A., Odier-Guedj, D., & Chatenoud, C. (2022). Le soutien au développement du langage oral de l’enfant ayant un trouble du spectre de l’autisme en maternelle : Quelles stratégies dans l’interaction enseignante-enfant ? Éducation et francophonie, 50(1), 1088545ar. https://doi.org/10.7202/1088545ar
- Malone, K., & Hartung, C. (2010). Challenges of participatory practice with children (p. 24‑38). https://researchdirect.westernsydney.edu.au/islandora/object/uws%3A26531/
- Mand, K. (2012). Giving children a ‘voice’ : Arts-based participatory research activities and representation. International Journal of Social Research Methodology, 15(2), 149‑160. https://doi.org/10.1080/13645579.2012.649409
- Nind, M., Boorman, G., & Clarke, G. (2012). Creating spaces to belong : Listening to the voice of girls with behavioural, emotional and social difficulties through digital visual and narrative methods. International Journal of Inclusive Education, 16(7), 643‑656. https://doi.org/10.1080/13603116.2010.495790
- Nind, M., Rix, J., Sheehy, K., & Simmons, K. (Éds.). (2005). Ethics and Research in Inclusive Education (1re éd.). Routledge. https://doi.org/10.4324/9781315018171
- Organisation des Nations Unies pour l'éducation, la science et la culture - UNESCO (2009). Principes directeurs pour l’inclusion dans l’éducation. Paris: UNESCO.
- Overmars‐Marx, T., Thomése, F., & Moonen, X. (2018). Photovoice in research involving people with intellectual disabilities : A guided photovoice approach as an alternative. Journal of Applied Research in Intellectual Disabilities, 31(1). https://doi.org/10.1111/jar.12329
- Stahmer, A. C., Brookman-Frazee, L., Lee, E., Searcy, K., & Reed, S. (2011). Parent and Multidisciplinary Provider Perspectives on Earliest Intervention for Children at Risk for Autism Spectrum Disorders. Infants & Young Children, 24(4), 344‑363. https://doi.org/10.1097/IYC.0b013e31822cf700
- Wells, K. B., & Miranda, J. (2006). Promise of Interventions and Services Research : Can It Transform Practice? Clinical Psychology: Science and Practice, 13(1), 99‑104. https://doi.org/10.1111/j.1468-2850.2006.00011.x
10.7202/1054155ar