A inclusão digital para pessoas com 60 anos é uma possibilidade para aquisição de novas aprendizagens e importante instrumento promotor de qualidade de vida. Atualmente estudos sobre o envelhecimento e TICs têm progredido de modo expressivo. O primeiro artigo é uma revisão de idosos e uso de tablet, com objetivo de conduzir uma revisão sistemática de pesquisas de intervenção com idosos acerca do uso de tablet. Foi realizado um levantamento de estudos publicados entre janeiro de 2010 até novembro de 2017 nas bases de dados Lilacs, AgeLine, PubMed, Web of Science, Periódicos CAPES utilizando os descritores: \"TIC e idosos\", \"inclusão digital\" e \"idosos\", \"aprendizado digital e idosos\", \"dispositivos móveis e idosos\", \"tablet e idosos\", e os termos em inglês \"elderly and digital inclusion\", \"digital learning and elderly\", \"mobile devices and elderly\" e \"tablet and elderly\".E foram selecionados dezesseis estudos onde os idosos apresentam dificuldades no uso em relação ao tamanho da tela e contrastes, ultra sensibilidade ao toque da tela. O uso de tablets pode ter efeitos positivo na cognição e nas habilidades sociais. Baixo nível de escolaridade e falta de conhecimento tecnológico prévio no manuseio dos aplicativos foram os fatores que afetaram negativamente a adesão ao uso do dispositivo, por outro lado, as vantagens referentes a portabilidade, eficiência, velocidade foram os fatores positivos que contribuíram para adesão. Os estudos encontrados são sobre o impacto do uso do tablet na cognição do idoso baseada nas experiências dos usuários investigados, e, apresentam resultados positivos em relação a adesão dos idosos no uso desse tipo de dispositivo móvel. O segundo artigo descreve uma intervenção de inclusão digital com tablets, realizado com idosos de uma UnATI, a metodologia, os conteúdos ministrados, e os resultados da avaliação. Os idosos foram divididos em três grupos, sendo um intervenção e dois controles. Os participantes foram entrevistados por meio de um protocolo de avaliação que continha um questionário sociodemográfico e, ao término do curso, e avaliados por meio de uma escala de satisfação adaptada para versão tablet. As informações obtidas mediante a aplicação dos instrumentos inicialmente foram submetidas à análise estatística descritiva. Participaram deste estudo 62 idosos. Observa-se a satisfação dos alunos em relação às aulas. Essa satisfação revela a qualidade do trabalho desenvolvido nas oficinas. O prazer de aprender a utilizar tablets trouxe benefícios e relatos positivos aos idosos. Além disso, a inserção de uma nova tecnologia móvel no cotidiano do idoso oferece condições para que ele consiga realizar de forma autônoma a comunicação por intermédio de novos aplicativos. O terceiro artigo trata de um estudo quase experimental com avaliação pré-teste, intervenção e pós-teste. Apesar de ter havido pouco efeito sobre o MEEM houve uma melhoria da distribuição dos resultados para o grupo Intervenção com redução do desvio padrão e redução da amplitude dos escores. A participação no Grupo Intervenção resultou em melhor desempenho em cognição geral, atenção, funções executivas, habilidades visuo-espaciais e diminuição de sintomas depressivos. Em relação aos programas de inclusão digital com uso de tablets, utilizando atividades para estimulação cognitiva de idosos, observou-se que essa ferramenta tecnológica pode ser útil para aumentar níveis de desempenho em diversas áreas cognitivas / Digital inclusion for 60 year olds is a possibility for acquiring new learning and an important tool to promote quality of life. Currently, studies on aging and ICTs have progressed significantly. The first article is a review of the elderly and tablet use, aiming to conduct a systematic review of intervention research with seniors about tablet use. A survey of studies published between January 2010 and November 2017 in the databases Lilacs, AgeLine, PubMed, Web of Science, CAPES journals using the descriptors: \"TIC e idosos\", \"inclusão digital e idosos\", \"aprendizado digital e idosos\", \"dispositivos móveis e idosos\", \"tablet e idosos\", and the terms\" elderly and digital inclusion \",\" digital learning and elderly \",\" mobile devices and elderly \"and\" tablet and elderly \". And sixteen studies were selected in which the elderly present difficulties in use in relation to the size of the screen and contrasts, ultra sensitivity to the touch of the screen. The use of tablets can have positive effects on cognition and social skills. Low level of schooling and lack of prior technological knowledge in the handling of applications were the factors that negatively affected the adherence to the use of the device, on the other hand, the advantages related to portability, efficiency and speed were the positive factors that contributed to adhesion. The studies found are about the impact of the use of the tablet on the cognition of the elderly based on the experiences of the users investigated, and, present positive results regarding the adherence of the elderly in the use of this type of mobile device. The second article describes a digital inclusion intervention with tablets, carried out with the elderly of an UnATI, the methodology, the contents given, and the results of the evaluation. The elderly were divided into three groups, one intervention and two controls. Participants were interviewed through an evaluation protocol that contained a sociodemographic questionnaire and, at the end of the course, were evaluated through a satisfaction scale adapted to the tablet version. The information obtained through the application of the instruments was initially submitted to descriptive statistical analysis. 62 elderly people participated in this study. The students\' satisfaction with the classes is observed. This satisfaction reveals the quality of the work carried out in the workshops. The pleasure of learning to use tablets has brought benefits and positive reports to the elderly. In addition, the insertion of a new mobile technology in the daily life of the elderly provides the conditions for him to be able to autonomously perform the communication through new applications. The third article deals with a quasi-experimental study with pre-test, intervention and post-test evaluation. Although there was little effect on the MMSE, there was an improvement in the distribution of results to the Intervention group with reduction of the standard deviation and reduction of the amplitude of the scores. Participation in the Intervention Group resulted in improved performance in general cognition, attention, executive functions, visuospatial skills, and decreased depressive symptoms. Regarding the digital inclusion programs using tablets, using activities for cognitive stimulation of the elderly, it was observed that this technological tool can be useful to increase levels of performance in several cognitive areas

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-28T17:22:36Z No. of bitstreams: 1 janainaefigeniadesousa.pdf: 1005174 bytes, checksum: 38b348b3033b052c9c0fca2256879288 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T02:44:12Z (GMT) No. of bitstreams: 1 janainaefigeniadesousa.pdf: 1005174 bytes, checksum: 38b348b3033b052c9c0fca2256879288 (MD5) / Made available in DSpace on 2016-04-24T02:44:12Z (GMT). No. of bitstreams: 1 janainaefigeniadesousa.pdf: 1005174 bytes, checksum: 38b348b3033b052c9c0fca2256879288 (MD5) Previous issue date: 2013-08-16 / Esta dissertação tem como objetivo avaliar a eficiência da política pública de inclusão de pessoas com deficiência nas salas de aula regulares em Santo André - SP, implantada em 2000. A avaliação tem dimensão municipal, visto que parte da análise da implantação do CADE (Centro de Atenção ao Desenvolvimento Educacional), departamento da Secretaria Municipal de Educação responsável por avaliar os alunos com deficiência, promover a sua inclusão nas escolas, acompanhar o seu desenvolvimento e possibilitar a capacitação profissional dos educadores, dando-lhes o suporte necessário para a sua prática. Na sua trajetória, o CADE promoveu a ampliação no número de inclusões nas escolas do município, que passou de 50, em 2000, para 950, em 2011. Ao longo dos capítulos, foram descritos fatores que possibilitaram esse crescimento em número de atendimentos; dados sobre a implantação e o desenvolvimento da política no município e formação docente relacionada à temática da inclusão; dados e análise da pesquisa aplicada a uma mostra de professores da rede; reflexões com a finalidade de analisar os pontos positivos e negativos do processo e, sobretudo, proposição de ações que permitam a melhoria da política na cidade, mediante o aprimoramento e amparo ao trabalho docente. / This research aims to evaluate the effectiveness of public policy on inclusion of people with disabilities in regular classrooms in Santo André - SP, deployed in 2000. The evaluation has a municipal dimension, as part of the analysis of the implementation of CADE (Centro de Atenção ao Desenvolvimento Educacional), section of the Department of Municipal Education responsible for assessing students with disabilities, promoting their inclusion in schools, monitoring their development and enableing the training of educators, giving them the necessary support for your practice. In its trajectory, CADE promoted the expansion in the number of inclusions in the schools of the county, from 50 in 2000 to 950 in 2011. Throughout the chapters, were described factors that enabled this growth in the number of visits, data on implementation and policy development in the municipality and teacher training related to the theme of inclusion, data and research analysis applied to a sample of school teachers; reflections in order to analyze the strengths and weaknesses of the processand and, especially, propose actions that allow the improvement of the policy in the city, by the improvement and support of teachers work.

Orientador: Francisco Benedito Teixeira Pessine / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Química / Made available in DSpace on 2018-08-20T02:39:48Z (GMT). No. of bitstreams: 1 Alexandrino_GuilhermeLionello_M.pdf: 6401639 bytes, checksum: 74c410c18bcea29a9d36cd3c84b3cfe9 (MD5) Previous issue date: 2011 / Resumo: Tiabendazol (TBZ) é um fármaco pouco solúvel em água (66 mg/mL), derivado do benzimidazol, com ampla aplicação farmacológica, devido a suas propriedades anti-helmíntica, fungicida e bactericida. O aumento em sua solubilidade pode ser atingido preparando complexos de inclusão com Ciclodextrinas (bCD), que são polissacarídeos cíclicos de D-(+)-glicopiranose unidas por meio de ligações glicosídicas a-1,4, cuja estrutura resulta em um ambiente interno hidrofóbico e uma superfície e extremidades hidrofílicas. Neste trabalho, a preparação de complexos de inclusão entre TBZ e bCD foi realizada pelo método de co-precipitação, em duas metodologias que diferiram na etapa de solubilização do TBZ: empregando etanol ou meio ácido com HCl em pH 2.2. Os complexos preparados foram caracterizados no estado sólido, através das técnicas de espectroscopia de absorção no i.v., difratometria de raios-X e análise termogravimétrica. Em solução, a estabilidade termodinâmica do complexo de inclusão TBZ:bCD foi investigada em meios que simulam os fluídos gástrico e intestinal humano, sem enzimas, determinando as constantes de equilíbrio K nas temperaturas 25 (150 ± 31), 37 (85 ± 32) e 45 ºC (83 ± 23), e as funções termodinâmicas de formação DHº (-24 kJ/mol), DS º (-39 J/mol.K) e DGº (-12,5 kJ/mol), através de dados de espectroscopia de fluorescência. Além disso, a estrutura supramolecular deste complexo em água foi investigada por RMN, a partir de espectros de dados de deslocamento químico em espectros de H e do experimento ROESY-1D, em que o último sugere encapsulação do fármaco através de seu grupo benzimidazol, além da determinação dos coeficientes de difusão e K (49 a 25ºC) por DOSY, em D2O. Os dados experimentais sobre estabilidade termodinâmica e informações estruturais foram confrontados com resultados obtidos de cálculos teóricos de otimização molecular e determinação de energias de conformações e interações, realizados com os métodos quânticos PM3 e DFT (vacuo) e PM6 (meio aquoso) / Abstract: Thiabendazole (TBZ) is a poorly water soluble drug derived from benzimidazole with wide pharmacological, fungicide and bactericide applicability. The enhancement of its water solubility can be achieved through formation of inclusion complexes with beta-Cyclodextrin (bCD), a cyclic polysaccharide from D- (+)-glicopyranose units linked by a-1,4 chemical bonds, whose structure has a hydrophobic cavity and a hydrophilic surface and extremities. This work involves the preparation of inclusion complexes with TBZ and bCD by the co-precipitation method, using two methodologies for the TBZ solubilization step: with ethanol or HCl medium (pH 2.2). The inclusion complexes were characterized on solid state by infrared spectroscopy, X-ray diffractometry and thermogravimetric analysis. The thermodynamic stability of TBZ:bCD inclusion complex was investigated in human simulated gastric and intestinal fluids but without the respective enzymes. Equilibrium constants K at the temperatures of 25 (150 ± 31), 37 (85 ± 32) and 45ºC (83 ± 23), and the thermodynamic functions DH º (-24 kJ/mol), DS º (-39 J/mol.K) and DG º (-12,5 kJ/mol) were evaluated through fluorescence spectroscopy. The supramolecular structure of this complex in aqueous solution was extensively investigated by NMR spectroscopy, based on H chemical shift and ROESY-1D experiments, with the latter one suggesting the drug interacts with the CD through its benzimidazole group. NMR-based experiment DOSY was also employed to get the diffusion coefficients and K (49 at 25ºC), in D2O. Experimental results on thermodynamic stability and structural information were compared with theoretical calculations of TBZ:bCD molecular optimization and determination of conformation and interaction energies of related structures. The calculations of the isolated species, in vacuum, were performed by PM3 and DFT methods, while PM6 method was employed for calculation simulating the aqueous media / Mestrado / Físico-Química / Mestre em Química

[pt] O presente estudo tem como objetivo pesquisar a relação entre travestis moradores do Rio de Janeiro e as religiões cristãs, umbanda, candomblé, budista, espírita e wicca. Para isto, foram entrevistadas travestis de diversas idades. Esta pesquisa também procura confirmar quais formas de violência e exclusão são vítimas; além de quais locais e redes sociais estão inseridas, além da pista, pois nesta também sofrem violência física e, em alguns casos, encontram a morte. Este estudo tenta averiguar se o espaço religioso pode ser uma possibilidade em que haja a inclusão das travestis, podendo possibilitar um aumento em sua autoestima. / [en] The aim of the present study is to research the relationship between the transvestites living in Rio de Janeiro and christian, umbanda, candomble, buddhist, spiritualist and wicca religions. In order to achieve this, transvestites from several ages were interviewed. This research also aims to find out the kinds of violence and exclusion they are victims of; discover the places and social networks they belong to, aside from the scope of ‘the streets’, where they also suffer physical violence and, in some cases, meet death. This study tries to find out if religion can be a place in which there is inclusion for the transvestites, making it possible to improve their self-esteem.

This dissertation brings as a theme Schooling of mentally disable students included into the final grades of Elementary School: a study about families expectations . Four families with mental disable students participated in the research. These students are included into the final grades of Elementary School in a State School of Santa Maria city. The work is composed by a descriptive research with a qualitative interpretation and characteristic of case study. Semistructured interview was used as a technique to collect data. The interviews were answered by the students mothers. This work had as an objective to investigate the schooling expectations for the families with mentally disable children; besides comprehending the family processes of school mobilization, revealing the families routines that demonstrate to be in favor of their mentally disable children s schooling process. The obtained data from the interviews were organized into three sections of this work, with an approximation of these information with theoretical elements that based the analyses. In the data comprehension, several topics emerged to be discussed, reaffirming the families importance in their children s schooling process. The content presented in the speeches evidence that all the families attribute an important symbolic value to the school. However, in relation to these families expectations with schooling, there are some elements that indicate singularities referred to what they expect from schooling. It is possible to perceive that the singularity is also present in the way the families move on to their children s schooling process and that does not occur isolated, but is supported by the school where the children study. Among the families routines that revealed being in favor of schooling, (more effective in determined families) are: the effective support to inclusion; school involvement; the relation with teachers; determination to the permanence of a domestic moral order; vigilance and attention to the school work. In the comprehension of this process, it is necessary to evidence that some factors influence in the way the families perceive and invest in their children s education. In the case of this research, besides economical, social and cultural factors, it is necessary to consider situations brought by the child s disability, however these factors can not be seen isolated, but in their interdependent relations. Besides revealing the families relation to the children s schooling process, the research shows that the families need financial, material, emotional, symbolic and informative support so that they can contribute in a positive way in the schooling inclusion. The smaller the family s cultural level is, the more necessary this support is. The families also need more opportunities to their mental disable children, not only in their childhood, but also in their adolescence and adult age. The necessity of the school search for a more effective work with the families is also highlighted, so that they can carry out together a school life planning of the students. / A presente dissertação traz como tema A escolarização de alunos com deficiência mental incluídos nas séries finais do ensino fundamental: um estudo das expectativas das famílias . Participaram da pesquisa quatro famílias de alunos com deficiência mental que estão incluídos nas séries finais do ensino fundamental, de uma Escola Estadual de Santa Maria. O trabalho compõe-se de uma pesquisa descritiva com interpretação qualitativa. Utilizou-se como técnica para a coleta de dados a entrevista semi-estruturada, respondida pelas mães dos alunos. O trabalho teve como objetivo investigar as expectativas da escolarização para as famílias de filhos com deficiência mental; compreender os processos familiares de mobilização escolar, revelando as rotinas familiares que demonstraram favorecer a escolarização de seus filhos com deficiência mental. Os dados obtidos nas entrevistas foram organizados em três sessões do trabalho, havendo uma aproximação dessas informações com elementos teóricos que deram sustentação as análises. Na compressão dos dados, muitos elementos surgiram para serem discutidos, reafirmando a relevância da família na trajetória de escolarização de seu filho. O conteúdo descrito nas falas evidencia que todas as famílias atribuem um valor simbólico importante para a escola, mas, quanto às expectativas dessas famílias com a escolarização, há elementos que apontam singularidades quanto ao que esperam da escolarização. Pôde-se perceber que a singularidade é também presente na forma como as famílias se mobilizam para a escolarização de seus filhos e esta mobilização não ocorre isoladamente, mas sim, é sustentada pela escola que os alunos estudam. Dentre as rotinas familiares que se revelaram favorecedoras da escolarização (mais efetivas em determinadas famílias), estão: o apoio efetivo para a inclusão; envolvimento com a escola; a relação com os professores; determinação para a permanência de uma ordem moral doméstica; vigilância e atenção para o trabalho escolar. Na compreensão desse processo, é preciso evidenciar que vários fatores influenciam na forma como as famílias percebem e investem na educação de seus filhos. No caso desta pesquisa, além dos fatores econômicos, sociais, culturais, é preciso considerar as situações trazidas pela deficiência do filho, mas, esses fatores não podem ser vistos isoladamente, mas sim, nas suas relações de interdependência. Além de revelar a relação da família com a escolarização do filho, a pesquisa mostra que as famílias precisam de apoio financeiro, material, afetivo, simbólico e informativo para que contribuam de forma positiva na inclusão escolar. Este apoio se faz mais necessário, quanto menor o nível cultural e financeiro da família. As famílias necessitam também de mais oportunidades para seus filhos com deficiência mental, não só na infância, mas também na adolescência e idade adulta. Também, destaca-se a necessidade da escola buscar um trabalho mais efetivo com a família, para juntas realizarem um planejamento da vida escolar do aluno.

BIBLIOGRAPHICAL IDENTIFICATION Author: Bc. Martina Semivanová Title: Teaching Gifted Children in Inclusive Classroom at Primary School Type of thesis: Master thesis Department: Primary Education Department of the Faculty of Education of the Charles University Supervisor: PhDr. Tereza Krčmářová, Ph.D. The year of presentation: 2017 ABSTRACT This diploma thesis deals with educating gifted students in inclusive classroom. There was a qualitative research created and realized at primary school in inclusive classroom in the Czech Republic. Theoretical part gives a view of actual theoretical knowledge of educating gifted students. Practical part gives a report of actual guality of educating gifted students in one particular primary school in the Czech Republic. The qualitative research is based on observation method, interviews, questionnaires and analyses of school documents such as Annual Report and School Education Programme. Teachers were asked for their attitudes toward giftedness and educating gifted children. There was done the observation of teaching methods used in the classroom where a gifted pupil is placed. The data were evaluated. The conclusions of the study confirm that the school supports the integration of gifted students. The management and teachers' are convinced that talent is important and...

The increasing mobile penetration rates in Africa provide an interesting opportunity to mitigate financial exclusion on the continent. Through mobile phone applications that provide an electronic store of value that sits on the mobile phone, the unbanked poor can now access accounts and initiate financial transactions on their mobile phone. The mobile phone presents a more affordable and accessible channel for transacting. The aim of the research was to determine the inclination for the unbanked at the base of the pyramid in South Africa to adopt mobile banking. In total, 100 individuals were interviewed to determine their propensity to adopt mobile banking if it were made available to them. The criteria for selection were residence in an informal settlement in Gauteng, being unbanked and having access to or ownership of a mobile phone. Graphical representations of the findings were analysed to determine the proportion of the sample that would adopt mobile banking under the various constructs. It was concluded that mobile banking had a high likelihood of being adopted by individuals at the base of the pyramid on the basis of its low cost, the convenience and security it offered, and the ease of its use. Additional factors in favour of adoption included observability and trialability. Copyright / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

Doctor of Philosophy / Department of Chemistry / Mark D. Hollingsworth / Urea inclusion compounds (UICs) are classic examples of nanoporous, host:guest materials in which the linear channels of the honeycomb structure of the urea host can include various types of long-chain compounds (the guests). By using synchrotron X-ray radiation sources, a deeper understanding of these materials is made possible through detailed structural studies. In particular, this dissertation describes a series of structural phase transitions that occur upon cooling two related UICs containing alkanedione guest molecules. UICs may be classified as either commensurate or incommensurate structures, depending on whether the repeat lengths of the host (c[subscript h]) and guest (c[subscript g]) along the channel axis are related by a small whole number ratio. Crystals of 2,8-nonanedione/urea and 2,11-dodecanedione/urea, which are incommensurate structures at room temperature, undergo "lock-in" phase transitions below room temperature to generate commensurate structures in which the guest repeat lengths are elongated. Upon nucleation and growth of these elongated, commensurate phases, other molecules in the same channels are compressed to give successively shorter guest repeat lengths. Further lock-in phase transitions give a multitude of commensurate and incommensurate phases during cooling. The crystal structures of two of these commensurate phases have been determined using synchrotron sources. The "self-compression" observed in these 1-D crystals serves as a paradigm for understanding solid-state reactions in three-dimensional crystals.

Ce projet de thèse s’est développé en tenant compte du nombre grandissant de nouveaux arrivants accueillis dans les écoles de langue française en Ontario. Conscients des besoins particuliers en matière d’apprentissage et d’inclusion de ces élèves, le ministère de l’Éducation de l’Ontario (MÉO) a mis sur pied en 2010 une version révisée du Programme d’appui aux nouveaux arrivants (PANA) qui se veut un curriculum d’étude alternatif au programme régulier afin de permettre à ces élèves de combler rapidement les retards scolaires et d’assimiler des éléments propres à la société canadienne francophone. Cette initiative du MÉO ne tient toutefois pas en compte les besoins académiques et sociaux parfois criants des élèves issus de familles réfugiées. Notre recension des écrits se base sur les publications de chercheurs ayant étudié les facteurs pouvant avoir un impact négatif sur les chances d’inclusion et de réussite des élèves réfugiés dont : de grands retards scolaires (Woods, 2009 ; Olliff et Couch, 2005), une faible maitrise de la langue d’enseignement (Vang, 2005 ; Matthiews, 2008 ; Christopoulou et Leeuw, 2008) un risque de syndrome de stress post-traumatique (Diallo et Lafrenière, 2007 et Husain et al., 2008), l’incompréhension des différences culturelles (Matthiews, 2008; Davies, 2008; Abdhallah-Pretceille, 1996) et des écarts entre l’école et la famille (Tousignant, 1992; Mc Andrew, 2001; Terrisse, Trottier et Chevarie, 1994). Parmi les facteurs de protection recensés, notons le rôle de l’école et de la direction scolaire, l’évaluation diagnostique et le suivi, les compétences interculturelles des intervenants scolaires, l’engagement des parents et le partenariat avec la communauté ainsi que favoriser l’expression de l’élève. Notre recherche se base principalement sur un cadre théorique tiré du modèle des expériences pivots de Bibeau et al. (1992). Ce modèle expose sept pairs de conjonctures protectrices ou fragilisantes à la résilience des familles réfugiées. Les vingt-trois pratiques répertoriées auprès de cinq directions scolaires et des deux professionnelles en éducation de l’Ontario francophone sont analysées et regroupées à la lumière de ces conjonctures. Notre analyse de données a permis de faire ressortir les pratiques susceptibles d’avoir un plus grand impact sur les chances d’inclusion et de réussite des élèves réfugiés. Parmi ces pratiques, notons le Comité d’appui qui rejoint l’ensemble des conjonctures. Nous avons identifié trois écoles où les pratiques mises en place par les directions permettent de toucher aux sept conjonctures. La seule conjoncture qui semble échapper aux deux autres écoles est celle de la sécurité. Par notre notre revue de littérature et nos données recueillies sur le terrain, nous avons pu enrichir le modèle des expériences pivots de Bibeau et al. (1992) afin de l’adapter particulièrement aux enfants d’âge scolaire issus de familles réfugiées. Finalement, l’analyse de l’ensemble des données recueillies dans le cadre de cette thèse a permis de présenter un bon nombre de recommandations autant pour les directions scolaires que pour les conseils scolaires et le ministère de l’Éducation de l’Ontario.

Research shows that there is a gap between interest and experience in the area of sexuality for individuals with autism. Also, although these individuals have unique learning requirements pertaining to their sexuality, there is no consensus on the provision and content of such education. Using a socially inclusive theoretical lens founded on existing models of disability and competence, this bilingual study (a) developed a conceptual framework of sexuality education, as understood by adolescents living in Ontario with a diagnosis of high-functioning autism and their caregivers; (b) used extant texts to support the conceptualization provided by youth and caregivers; and (c) identified personal strengths and barriers, as well as societal supports and barriers that impact sexuality education for these youth. Using a qualitative orientation, this study employed in-depth interviews, surveys, and a literature review to better understand the topic under investigation. Twenty participants from 8 families took part in these interviews, including 9 adolescents and 11 caregivers. Survey and extant textual-analysis data were used to support the findings. Sexuality education content was conceptualized as a combination of facts and sociosexual norms, with emphasis on outcomes. Additionally, safety and pleasure were identified as important content areas, including the historically absent aspect of shared enjoyment. Some content areas were part of a greater discourse of normalization. Sexuality education was seen as a combination of formal and informal activities that are developmentally appropriate, proactive, and take place across various settings and groupings. Caregivers were cited as the primary providers of informal education, whereas schools and other community partners were seen as formal providers of education. Various supports and barriers were identified, some of which were viewed as both. Themes related to media and technology pervaded all findings. This study provides further emic and etic understanding of the subject with implications for practice, policy, and theory.