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Addressing the Educational Needs of Children with Williams Syndrome: A Rather Neglected Area of Research? / Olympia PALIKARA in Journal of Autism and Developmental Disorders, 48-9 (September 2018)
[article]
Titre : Addressing the Educational Needs of Children with Williams Syndrome: A Rather Neglected Area of Research? Type de document : Texte imprimé et/ou numérique Auteurs : Olympia PALIKARA, Auteur ; Maria ASHWORTH, Auteur ; J. VAN HERWEGEN, Auteur Article en page(s) : p.3256-3259 Langues : Anglais (eng) Mots-clés : Academic achievements Educational provision Interventions Transition Williams syndrome Index. décimale : PER Périodiques Résumé : Williams syndrome (WS) is a rare neurodevelopmental disorder associated with physical health problems, limitations in cognitive abilities and increased risk of mental health difficulties. This profile of complex needs may make it challenging to support children with WS in schools. Surprisingly, in the current international move for inclusion, limited research exists on the educational provision and academic achievements of children with WS, including the non-existing literature on their voices and the perspectives of key stakeholders. This letter calls for additional research on the risk and protective factors associated with the educational outcomes of these children, the perspectives of the children themselves and the development of the evidence-base about the effectiveness of education intervention programs. En ligne : http://dx.doi.org/10.1007/s10803-018-3578-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3256-3259[article] Addressing the Educational Needs of Children with Williams Syndrome: A Rather Neglected Area of Research? [Texte imprimé et/ou numérique] / Olympia PALIKARA, Auteur ; Maria ASHWORTH, Auteur ; J. VAN HERWEGEN, Auteur . - p.3256-3259.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3256-3259
Mots-clés : Academic achievements Educational provision Interventions Transition Williams syndrome Index. décimale : PER Périodiques Résumé : Williams syndrome (WS) is a rare neurodevelopmental disorder associated with physical health problems, limitations in cognitive abilities and increased risk of mental health difficulties. This profile of complex needs may make it challenging to support children with WS in schools. Surprisingly, in the current international move for inclusion, limited research exists on the educational provision and academic achievements of children with WS, including the non-existing literature on their voices and the perspectives of key stakeholders. This letter calls for additional research on the risk and protective factors associated with the educational outcomes of these children, the perspectives of the children themselves and the development of the evidence-base about the effectiveness of education intervention programs. En ligne : http://dx.doi.org/10.1007/s10803-018-3578-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder / Vedrana BOLIC BARIC in Autism, 20-2 (February 2016)
[article]
Titre : Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Vedrana BOLIC BARIC, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur ; Helena HEMMINGSSON, Auteur Article en page(s) : p.183-195 Langues : Anglais (eng) Mots-clés : attention deficit hyperactivity disorder/attention deficit disorder autism spectrum disorders education educational provision psychosocial support qualitative research services special needs students Index. décimale : PER Périodiques Résumé : The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder. En ligne : http://dx.doi.org/10.1177/1362361315574582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Autism > 20-2 (February 2016) . - p.183-195[article] Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder [Texte imprimé et/ou numérique] / Vedrana BOLIC BARIC, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur ; Helena HEMMINGSSON, Auteur . - p.183-195.
Langues : Anglais (eng)
in Autism > 20-2 (February 2016) . - p.183-195
Mots-clés : attention deficit hyperactivity disorder/attention deficit disorder autism spectrum disorders education educational provision psychosocial support qualitative research services special needs students Index. décimale : PER Périodiques Résumé : The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder. En ligne : http://dx.doi.org/10.1177/1362361315574582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278