Étude de la participation des élèves ayant une déficience intellectuelle à leur processus de transition de l'école à la vie active
|Advisor:||Julien-Gauthier, Francine; Jourdan-Ionescu, Colette|
|Abstract:||The transition from school to work for students with an intellectual disability is a challenging step for the students, their parents as well as school stakeholders. This stage, which precedes the end of schooling, is also decisive for the future of these students. The participation of students in their transition process is an important aspect that contributes to the success of this stage. However, in the province of Quebec, this period has been poorly documented. This doctoral thesis focuses on the participation of students with intellectual disabilities in their transition process. The study is conducted with nine students with mild to moderate intellectual disabilities, aged 18 to 20, their parents and the school staff they attend. On one hand, it has been possible to describe the participation of these students by considering their point of view and the one of those around them (parents, school stakeholders) and, on the other hand, the strategies of support to participation deployed by them. The study's theoretical framework is the resilience-based ecosystem model, which places students "in the driver's seat" of their transition process; the student takes an active part and makes an original contribution. The interactions with his entourage allow him to overcome the difficulties encountered in his trajectory and to reinforce his natural resilience. This model also identifies individual, family or environmental protective factors that counteract the adversity experienced by students at the time of transition. This study favors a mixed methodology that includes interviews with students, parents and school stakeholders, the use of adapted instruments with the students (Échelle de résilience et Grille d’évaluation du réseau de soutien social) and the analysis of students' school intervention plans. The information collected situates the participation of students with developmental disabilities in their transition process according to four themes: their perspective on their trajectory and future activities, their participation in transition planning, their participation in preparatory activities for a transition to active life after schooling and accountability. Through these four themes, positive aspects and challenges emerge. Thus, the students identified projects for their life after school, they participated in their intervention plan meeting, they carry out several activities to develop skills for their future socio-professional integration, mainly in internship, and they assume certain responsibilities in their families and in the school environment. Still, students do not seem to have a suitable representation of the entire transition process as they do not participate very much in the preparation of their transition plan and the decisions that concern them. The results also show that students' participation in their transition process can be facilitated by different strategies: supporting the development of communication and social interaction skills, fostering student participation in transition planning (e.g. by making available and accessible materials that allow students to take ownership of their transition process and to better represent this important step for their future), to provide students with experiences in school and the community, to foster collaboration between the school and the family as well as with other important actors in the community and to put in place strategies that facilitate student learning and participation. In short, this study shows the contribution of practices put in place, the importance of consolidating them, and proposes new avenues that have the potential to increase student participation in their transition process in order to enable them to play a leading role in their future. Key words : intellectual disability, participation, transition from school to active life, resilience, social support, risk factors, protective factors, ecosystem model|
|Document Type:||Thèse de doctorat|
|Open Access Date:||12 March 2019|
|Collection:||Thèses et mémoires|
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