La gestion des problèmes de comportement en classe inclusive
Pratiques Efficaces
Bibliographic Data
| ID | 6175988 |
|---|---|
| Authors | Nancy Gaudreau (0000-0003-2916-5178, Université du Québec à Trois-Rivières, Québec, Canada, corresponding author) |
| Year | 2012 |
| Volume | 39 |
| Issue | 2 |
| Pages | 122-144 |
| Publication date | 2012-01-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Éducation et francophonie (JOURNAL) |
| Journal identifiers | ISSN: 0849-1089 • E-ISSN: 1916-8659 |
| Publisher | Consortium Erudit (PUBLISHER • CA) |
| DOI | 10.7202/1007731ar |
| OpenAlex | W1597984720 |
| Language | FR |
| Citations received | 3 |
| References cited | 56 |
Cet article présente des pistes d’intervention susceptibles de soutenir l’inclusion scolaire des élèves présentant des comportements difficiles à l’école. Il vise à susciter la réflexion et la mobilisation des différents acteurs de l’éducation responsables de la mise en oeuvre de mesures d’accueil et de soutien aux élèves présentant des difficultés d’ordre comportemental. Parmi les pistes d’intervention explorées, on accorde une importance particulière à la formation du personnel scolaire; au développement de leur sentiment d’efficacité personnelle en matière d’intervention auprès des élèves présentant des comportements difficiles; à la prévention des difficultés de comportement, en cherchant par exemple à établir une relation positive entre l’enseignant et chaque élève, de même qu’à la planification, au suivi et au travail de collaboration des différents acteurs scolaires
Humanities · Political science · Sociology · Early Childhood Education and Development · Educational and Psychological Assessments · Family and Disability Support Research · Philosophy
Predicting teacher burnout over time
A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
Reciprocal Relations Between Teacher–Child Conflict and Aggressive Behavior in Kindergarten
Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.
Developmental Commentary
Do Relational Risks and Protective Factors Moderate the Linkages between Childhood Aggression and Early Psychological and School Adjustment?
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
Building inclusive education on social and emotional learning
Social‐emotional Classroom Climate in Child Care, Child‐Teacher Relationships and Children’s Second Grade Peer Relations
Teachers Involving Parents (TIP)
Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school
Teachers' sense of efficacy and their beliefs about managing students
Teacher development and school improvement
The impact of teacher preparation on responses to student aggression in the classroom
Classroom Management in Inclusive Settings
| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2022 (3) |
| Highly cited | No |