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Journal articles on the topic 'Adolescents handicapés sociaux'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

Li, Angela, Mariane Sentenac, Hein Minn Tun, et al. "Harcèlement scolaire et soutien social perçu chez les élèves en situation de handicap physique en France et au Canada." La nouvelle revue - Éducation et société inclusives N° 98-99, no. 1 (2024): 131–50. http://dx.doi.org/10.3917/nresi.098.0131.

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Cet article visait à étudier le harcèlement scolaire et le soutien social perçu des adolescents en situation de handicap physique (i.e. des limitations fonctionnelles de la vision, de l’audition, de la mobilité et de la communication) comparés aux autres élèves, en France et au Canada. Il utilisait des données représentatives d’élèves de 15 ans en France (n=2 338) et au Canada (n=6 967), issues de l’enquête transversale internationale Health Behaviour in School-aged Children (HBSC) réalisée en milieu scolaire en 2017/2018 et portant sur la santé, le bien-être et les comportements de santé des

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2

Gaylord-Ross, Robert, and Thomas Haring. "Social Interaction Research for Adolescents with Severe Handicaps." Behavioral Disorders 12, no. 4 (1987): 264–75. http://dx.doi.org/10.1177/019874298701200404.

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3

Tournebize, Alain. "Handicapés physiques et absence aux cours d’EPS." STAPS 11, no. 21 (1990): 71–72. http://dx.doi.org/10.3406/staps.1990.1550.

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4

Coleman, Laurence J., and Tracy L. Cross. "Is Being Gifted a Social Handicap?" Journal for the Education of the Gifted 11, no. 4 (1988): 41–56. http://dx.doi.org/10.1177/016235328801100406.

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The paper explores the question of how gifted and talented adolescents experience being gifted in high school. Fifteen subjects were interviewed twice while attending a special summer program in order to answer this general question. The data were analyzed and interpreted using a set of research questions which postulated that the subjects would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. The results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a so

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5

Saleem, Jawairia, Sadia Saleem, Sadia Ikram, Saima Inam, Asma ,. Siddiqui, and Qurat Ul Ain. "Self-esteem and Social Intelligence in Visually Impaired Adolescents." Pakistan Journal of Medical and Health Sciences 17, no. 1 (2023): 5–7. http://dx.doi.org/10.53350/pjmhs20231715.

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Aim: To explore the differences in the levels of self-esteem and social Intelligent in visually and non-visually impaired adolescents Study design: Cross sectional Place and duration: December, 2018 to February, 2020 in special education center private and government school of city Lahore Method: There were 122 people in total in the sample. There were 56 visually impaired volunteers and 66 non-visually impaired persons.Boys and girls aged 14 to 19 from private and public special education schools took part in the study. Two scales were used; Self-esteem Scale for Children (SESC), and Social I

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6

Montague, Marjorie. "Job-Related Social Skills Training for Adolescents with Handicaps." Career Development for Exceptional Individuals 11, no. 1 (1988): 26–41. http://dx.doi.org/10.1177/088572888801100105.

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7

Jorgensen, Jens Erik, Kate A. McGirr, Hanne Oertved Korsgaard, and Michael S. Rathleff. "Translation and validation of the Child and the Adolescent HARDSHIP (Headache-attributed restriction, disability, social handicap and impaired participation) questionnaire into Danish language." PeerJ 4 (April 14, 2016): e1927. http://dx.doi.org/10.7717/peerj.1927.

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Background.The prevalence of headaches among children and adolescents varies considerably between countries. This may be due to a lack of appropriate instruments to capture the prevalence. The purpose of this study was to translate the Child and Adolescent HARDSHIP questionnaires from English into Danish language, conduct cross-cultural adaptation, face validation by cognitive interviewing and conduct a pilot study exploring time requirements.Methods.The questionnaire was translated using the guidelines proposed by “The Global Campaign to Reduce the Burden of Headache.” A total of 25 children

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8

Trach, John S., and Frank R. Rusch. "Research and Trends in Employment of Adolescents with Handicaps." Child & Youth Services 10, no. 2 (1988): 183–200. http://dx.doi.org/10.1300/j024v10n02_07.

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9

Sandler, Allen G., S. Kenneth Thurman, Terry D. Meddock, and Joseph P. DuCette. "Effects of Environmental Modification on the Behavior of Persons with Severe Handicaps." Journal of the Association for Persons with Severe Handicaps 10, no. 3 (1985): 157–63. http://dx.doi.org/10.1177/154079698501000305.

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Behavioral changes occurring among seven adolescents with severe handicaps after moving to a more normalized environment were compared with changes occurring among a matched group of subjects who remained in an institutional setting. After 6 months, experimental group subjects made significantly greater gains in the category Group Maintenance and in the Nongoal-Oriented Behavior subcategory Sitting. However, greater change occurred in the area of Gestural Communication for comparison group members. These results are discussed in relation to the relative importance of programmatic and environme

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10

Michel, Fleur. "L'accompagnement des familles des adolescents handicapés mentaux : de la rencontre au travail psychique." Dialogue 180, no. 2 (2008): 91. http://dx.doi.org/10.3917/dia.180.0091.

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11

Bellocchi, Stéphanie. "L’étude du développement socio-émotionnel typique et atypique : quels apports pour l’inclusion sociale ?" Enfance N° 2, no. 2 (2023): 233–38. http://dx.doi.org/10.3917/enf2.232.0233.

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La collection d’articles présentée dans le numéro thématique « RIPSYDEVE’22 » de la revue Enfance a permis de mettre l’accent sur le développement socio-émotionnel typique et atypique. En prenant en compte la définition d’inclusion sociale de Simplican et collaborateurs (2015) qui ont défini celle-ci comme l’interaction entre les relations interpersonnelles et la participation à la vie communautaire, nous proposons ici une brève réflexion sur les apports des résultats de ces recherches à l’inclusion sociale de l’enfant et adolescent avec troubles du neurodéveloppement et/ou en situation de han

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12

Alberto, Paul A., William R. Sharpton, Anita Briggs, and Mary Helen Stright. "Facilitating Task Acquisition through the Use of a Self-Operated Auditory Prompting System." Journal of the Association for Persons with Severe Handicaps 11, no. 2 (1986): 85–91. http://dx.doi.org/10.1177/154079698601100201.

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This study investigated effects of a self-operated auditory prompting system, utilizing a Walkman-type cassette player, on the acquisition and maintenance of functional tasks by adolescents with severe handicaps. A multiple baseline design across tasks was employed to evaluate the effectiveness of the procedure for meal preparation, washing machine operation, and a vocational assembly task. Results indicated that each of the four participants successfully learned and maintained performance of each task.

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13

Genc, Diana, Apolinaras Zaborskis, and Nerija Vaičienė-Magistris. "Translation of the Child and Adolescent HARDSHIP (Headache-Attributed Restriction, Disability, Social Handicap and Impaired Participation) Questionnaire into the Lithuanian Language and Validation of Its HRQoL (Headache-Related Quality of Life) Scale." International Journal of Environmental Research and Public Health 15, no. 8 (2018): 1579. http://dx.doi.org/10.3390/ijerph15081579.

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Recently developed and originally published in English, the Child and Adolescent HARDSHIP (headache-attributed restriction, disability, social handicap and impaired participation) questionnaire is valid and acceptable for the global assessment of the burden of headache in children and adolescents. The present study aimed to translate, adapt and validate a Lithuanian version of this questionnaire. A total of 22 volunteers from 7 to 17 years of age completed the questionnaire with 24 h test-retest and a representative sample of 2505 schoolchildren of the same age participated in the main study.

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14

Mambulage, Randima Udari, Nalika Gunawardena, and Anuruddha Padeniya. "Validity and reliability of Adolescent Headache Attributed Restriction, Disability Social Handicap and Impaired Participation (Adolescent HARDSHIP) Questionnaire -Sinhala." Journal of the College of Community Physicians of Sri Lanka 27, no. 4 (2021): 495. http://dx.doi.org/10.4038/jccpsl.v27i4.8411.

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15

Peck, Charles A., Jodi Donaldson, and Michele Pezzoli. "Some Benefits Nonhandicapped Adolescents Perceive for Themselves from Their Social Relationships with Peers who Have Severe Handicaps." Journal of the Association for Persons with Severe Handicaps 15, no. 4 (1990): 241–49. http://dx.doi.org/10.1177/154079699001500403.

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16

Ruffié, Sébastien, Marie Cholley-Gomez, Sylvain Ferez, and Gaël Villoing. "La scolarité des drépanocytaires en Guadeloupe : (in)visibilisation d’une maladie chronique." Carrefours de l'éducation 58, no. 2 (2025): 43–58. https://doi.org/10.3917/cdle.058.0043.

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Maladie génétique la plus fréquente dans le monde et dans les Antilles Françaises, où elle est considérée comme priorité nationale de santé publique, la drépanocytose a de forts retentissements sur le quotidien des jeunes qui vivent avec : sur leur santé physique, mais également leur qualité de vie, et leur participation sociale. C’est dans l’espace scolaire, lieu d’apprentissage et de socialisation, que le poids de la pathologie est le plus marqué. La présente étude, menée sur des drépanocytaires (n = 81) ainsi que des sujets sains (n = 45) âgés de 6 à 16 ans et résidant en Guadeloupe, s’appu

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17

Griot, Marion, and Marjorie Poussin. "Handicap à l’adolescence : du traumatisme familial au risque de rupture de filiation." Thérapie Familiale Vol. 45, no. 1 (2023): 65–81. http://dx.doi.org/10.3917/tf.241.0065.

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Handicap y adolescencia : traumas familiares y riesgo de ruptura filiativaun abrazo – Sufriendo un trauma, la familia no solamente busca sobrevivir sino también renovarse con el fin de quedarse en un entorno seguro en el cual sus miembros encontraran las impulsiones necesarias a su doble necesidad de afiliación e individuacion. Como puede ocurrir este doble movimiento y como se mantiene en las familias en las cuales la discapacidad de un hijo resulto traumático ? La problemática de la ruptura temporal y mística que puede representar la discapacidad sera examinada a través del caso de Karine, e

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18

Lansade, Godefroy. "De la difficulté à être reconnus « capables » et « compétents » : des adolescents et jeunes adultes désignés handicapés mentaux en quête d’autonomie." Alter 13, no. 1 (2019): 29–42. http://dx.doi.org/10.1016/j.alter.2018.09.005.

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19

Fry, Benjamin, Jean-Paul Génolini, and Philippe Terral. "L’autonomie, un apprentissage de l’interdépendance : l’entraide entre des adolescents en situation de handicap moteur au sein d’un établissement médico-social." Empan 137, no. 1 (2025): 121–28. https://doi.org/10.3917/empa.137.0121.

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20

Fanny Anaya. "Impacto de la teoría sobre las políticas inclusivas en instituciones urbanas." GACETA DE PEDAGOGÍA, no. 45 (April 30, 2023): 212–27. http://dx.doi.org/10.56219/rgp.vi45.1899.

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La educación inclusiva es una política que se materializa en estrategias de ampliación del acceso, la permanencia, a la educación de calidad, y al mejoramiento de la eficiencia mediante la asignación de personal de apoyo identificándolas diferentes instituciones educativas. El propósito de este artículo es hacer una revisión documental sobre las políticas inclusivas empleadas para constituir sociedades homogéneas en el ámbito educativo para que los niños, niñas y adolescentes tengan derecho a la igualdad integridad, salud y seguridad social. Los datos que apoyaron la investigación se lograron

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21

Caliman, Geraldo. "Estudantes em situação de risco e prevenção." Ensaio: Avaliação e Políticas Públicas em Educação 14, no. 52 (2006): 383–96. http://dx.doi.org/10.1590/s0104-40362006000300007.

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A escola fundamental, seja ela no Brasil como no exterior, passa por constantes reformas. A histórica passagem de uma escola de elite para uma escola de massa coincide com o período em que a criança passa a ser reconhecida como pessoa, sujeito de direitos e cidadã. O artigo mostra como quem freqüenta a escola nos nossos tempos são crianças e adolescentes de extrações sociais diversas, cada um deles com uma história pessoal que para alguns é regular, mas para outros é caracterizada por situações de risco, marcada por fracassos, desvantagens, mal-estar e sofrimentos dos mais diferentes tipos. Vi

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22

Girard, Geneviève, Annie Plourde, Caroline Morin, Nathalie Martel, and Cynthia Gagnon. "Un environnement supportant à deux voies : développement d’une formation sur le traumatisme craniocérébral pour le milieu scolaire." Développement Humain, Handicap et Changement Social 20, no. 1 (2022): 31–39. http://dx.doi.org/10.7202/1086766ar.

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L’équipe du programme de traumatologie du Centre de réadaptation en déficience physique (CRDP) Le Parcours a constaté que les professionnels du milieu scolaire sont peu informés sur le traumatisme craniocérébral (TCC). Ils interviennent auprès des jeunes au meilleur de leurs connaissances, mais parfois avec peu d’efficacité : stratégies inadéquates, notion de handicap fantôme, mauvaise interprétation de certains signes (difficultés cognitives, fatigabilité, irritabilité, etc.). Le CRDP Le Parcours a mis en place deux environnements supportants : 1) Supporter l’équipe de traumatologie enfant/ad

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23

Perrin, Claire, Bastien Soulé, and Eric Boutroy. "Le fauteuil tout-terrain mono-roue." Tourisme sportif et santé 40, no. 1 (2021). http://dx.doi.org/10.7202/1082996ar.

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Les études portant sur les activités de pleine nature des personnes en situation de handicap sont fortement centrées sur l’accessibilité, sous un angle souvent aménagiste, parfois culturel. Elles sont ici appréhendées en tant qu’innovation tant matérielle que sociale, au prisme de la sociologie de l’acteur-réseau. L’article se focalise sur le fauteuil tout-terrain mono-roue, également appelé joëlette, qui permet d’accéder aux sentiers non aménagés. Par ses caractéristiques sociotechniques, la joëlette se révèle, en tant que dispositif hybride, à la fois produit et producteur d’interdépendances

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24

Leyrit, Alexandra, Nathalie Oubrayrie-Roussel, and Yves Prêteur. "L'auto-handicap chez les adolescents: Analyse d’une stratégie de protection de Soi à l'école." L’Orientation scolaire et professionnelle, no. 40/2 (June 10, 2011). http://dx.doi.org/10.4000/osp.3085.

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25

Kpoumie, Carolle Laure. "Rares Diseases and Handicap: State of the Medical, Social and Health Policy in Developing Countries. Cameroon case: about One Case: Cushing Disease." Journal of Clinical and Medical Research, October 30, 2019. http://dx.doi.org/10.37191/mapsci-2582-4333-2(1)-020.

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Rare’s diseases and orphan’s diseases, disability (orhandicap) are a reality throughout the world and a real public health problem in developing countries. The great precariousness in which the populations live increases their impact and their gravity by the absence of information, technical platform, means of detection, actual presence of research and clinical studies on these territories, lack of awareness of the detection, diagnosis, without forgetting that the means of care and prevention are sometimes in existent or little known and especially expensive in countries where the populations

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