Yes / This paper discusses the exploratory process of making a short digital film with two women with early-onset dementia in a day care setting. The film was produced as part of a larger participatory video (PV) pilot project within the day centre. My main subject here is the adaptations to the standard PV process which I made in order for the two women, Pam and Carol*, to be able to take active part. These adjustments took account of their individual abilities related to cognition, physical mobility and social confidence. I discuss the development of an asynchronous approach, which involved my going out into the local community to capture images of Leeds City Market using a mini-camcorder (Flipcam) and the subsequent addition, at the day centre, of voice-over commentary by the two women in response to the visual images they saw on screen. Extracts from their film narrative presented here suggest that participation in the film-making process helped to reconstruct their sense of cultural identity and social engagement. The resulting short film is now being disseminated to Dementia Studies degree students by way of their social networking site.

U.S. demographic shifts are not being reflected in higher education institutions (U.S. Census Bureau, n.d.; U.S. Department of Education, 2013). While institutions recruit underrepresented students and faculty, retention of these populations continues to be an issue in part due to a lack of sense of belonging (Booker, 2007; Hurtado and Carter, 1997), poor institutional climate (Hurtado, Alvarez, Guillermo-Wann, Cuellar, and Arellano, 2012; Rhee, 2008), and institutional racism (Stanley, 2006). Organizational culture theory offers a lens to examine the underlying structural problems preventing organizations from permanently adopting diversity and inclusion initiatives throughout the institution. This qualitative study examines how faculty members describe organizational culture of diversity and inclusion at a research university with a high degree of student diversity. The conceptual framework was Schein's (2010) organizational culture model. Participants included 19 faculty members who identified as Caucasian/White, African American/Black, Hispanic/Latino, or Asian/Pacific Islander. Of all participants, 12 were male and seven female. In-person interviews were conducted to gather data. Data were analyzed using the constant comparative method. Five themes emerged: forming culture, describing diversity and inclusion within the culture, learning impacted by diversity, feeling the culture, and directing culture. Unique findings from this study reveal that participants believed there is a shifting organizational culture of diversity and inclusion at the selected institution due to newly acquired designations, causing redefinition of existing assumptions. Additionally, faculty members (a) held different definitions for diversity and inclusion, which affected how they understood the university's responsibilities; (b) relied on localized diversity initiatives over university-wide ones; (c) believed in the unique needs of a highly diverse student body; and (d) were concerned with gaining diversity and inclusion at all ranks of the institution. Findings suggest that faculty at this institution viewed the organizational culture of diversity and inclusion to be welcoming for students. However, participants' perspectives were mixed about this same culture being welcoming to all faculty members. The study has implications for administrators and faculty members seeking to create more diverse and inclusive organizational cultures. Findings also have implications for future research on organizational culture, faculty, diversity, and inclusion. / Ph. D. / Although U.S. demographics are becoming increasingly diverse, these shifts are not reflected at universities and colleges. Diverse students and faculty are underrepresented in these spaces. Based on previous research, evidence has indicated that diverse underrepresentation is in part due to the unwelcoming environments diverse populations face in university and college settings (e.g., structural racism). In spite of university and college leaders’ efforts to increase diversity on their campuses and make environments more inclusive, these efforts are not always put into practice uniformly throughout these postsecondary institutions. In this study, I investigated this problem by focusing on the values and behaviors that contribute to creating a welcoming environment for diverse populations at a university with a diverse student body. I interviewed faculty members at this university and gathered information about their perspectives on diversity and inclusion. By conducting the study at a university with a diverse student body, I assumed that this university member’s values and behaviors contributed to welcoming campus environments for diverse populations. My goal through these interviews was to learn from faculty members about the values and behaviors related to diversity and inclusion at this university. In these interviews, faculty members discussed values and behaviors in relation to diversity and inclusion at their university; they defined diversity and inclusion; shared their individual efforts to make learning environments more welcoming for diverse students; conversed about the initiatives that the university put in place to create welcoming environments for diverse populations; and talked about the challenges at the university as these related to diversity and inclusion, which consequently and periodically resulted in less welcoming campus environments. Findings from this study are important because as demographics in the U.S. continue to shift, universities and colleges will need to pay close attention as to how organizational values and behaviors impact diversity and inclusion while they attempt to create environments that are welcoming to diverse populations.

As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to students in inclusion classrooms, has been on the rise and is considered by some educators as a method for meeting mandates required by law. While co-teaching is an idea that should work in practice, teachers who implement co-teaching find themselves facing complex issues regarding their roles and responsibilities within the context of program logistics. This qualitative study was designed to help co-teaching partners and others to understand how co-teaching partnerships are formed, develop, and work in classrooms. This understanding may be helpful to others as they seek to overcome barriers and form relationships that facilitate successful co-teaching partnerships. Elementary co-teachers in a rural school district were interviewed face-to-face, and a document analysis was conducted to examine how co-teachers experience co-teaching partnerships. Six general education co-teachers and six special education co-teachers were randomly selected for interviews, and they were asked to bring any literature that they had received on co-teaching to the interviews. Results indicate that co-teachers thought compatibility was important when working as co-teachers. They expressed the need for a mutual planning time during the school day, and both general and special education co-teachers were concerned about the amount of uninterrupted time special education teachers could spend in inclusion classrooms. When co-teachers thought they had a compatible partnership, they were willing to make alternative planning arrangements, and they were accepting of the time special education co-teachers could spend in the classroom. / Ed. D. / Co-teaching requires general and special education teachers to work together to provide instruction to students in inclusion classrooms. Co-teaching has been on the rise and is considered by some educators as a method for meeting mandates required by law. While coteaching is an idea that should work in practice, teachers who are practicing co-teaching find themselves facing complex issues regarding their roles and responsibilities in the classroom. This study was designed to help co-teaching partners and others to understand how co-teaching partnerships are formed, develop, and work in classrooms. This understanding may be helpful to others as they seek to overcome barriers and form relationships that facilitate successful coteaching partnerships. Elementary co-teachers in a rural school district were interviewed face-to-face, and a document analysis of any literature co-teachers had received on co-teaching was conducted to examine how co-teachers experience co-teaching partnerships. Six general education coteachers and six special education co-teachers were randomly selected for interviews, and they were asked to bring any literature that they had received on co-teaching to the interviews. Results indicate that co-teachers thought compatibility, to be able to get along together, was important when working as co-teachers. They expressed the need for the same planning time during the school day, and both general and special education co-teachers were concerned about the amount of uninterrupted time special education teachers could spend in inclusion classrooms. When co-teachers thought they had a compatible partnership, they were willing to make alternative planning arrangements, and they were accepting of the time special education co-teachers could spend in the classroom.

Cette thèse aborde les représentations sociales du handicap et surtout de l’inclusion scolaire des enfants et adolescents en situation de handicap chez les enseignants. En effet, c’est à partir des représentations sociales et des pratiques qu’elles génèrent que l’inclusion scolaire est analysée. Mieux, l’analyse de l’inclusion scolaire est réalisée à travers le discours et les pratiques des enseignants. La recherche est menée au sein de douze écoles dont dix situées à Rome et deux à Cagliari dans la région de Sardaigne. Toutes ces écoles accueillent des élèves en situation de handicap et cherchent au mieux à respecter la singularité irréductible de chaque élève. Le recours à une triangulation des techniques de collecte des données (questionnaire, guide d’entretien, focus groupe et observation directe) a permis de saisir l’influence des représentations sociales sur les pratiques éducatives et les comportements individuels et collectives dans le sens de l’inclusion scolaire. L’investigation empirique réalisée établit une corrélation entre l’univers de la pensée (représentations sociales) et l’univers de l’action (pratiques éducatives). La perception que les enseignants se font du handicap et de l’inclusion scolaire a favorisé la mise en œuvre concrète de pratiques pédagogiques prenant en compte les besoins éducatifs spécifiques des élèves en situation de handicap. L’accueil et la prise en compte du handicap à l’école résultent d’une mutation tant dans le domaine des idées que celui de l’organisation et de la pratique pédagogique. Outre l’étude de l’inclusion scolaire à travers le dire et le faire des enseignants, nous avons aussi cherché à comprendre les rapports existants entre les acteurs impliqués dans la réalisation du projet d’inclusion. L’examen discursif et les observations de terrain révèlent que la collaboration entre enseignants, voire entre intervenants en inclusion reste encore un chantier de travail. En dépit des contradictions et des ambivalences observables, l’inclusion est considérée comme une plus-value pour tous et les enseignants interrogés sont bien acquis à sa cause. / This thesis deals with social representations of disability and mainly with school inclusion of children and teenagers living with disabilities in teachers’ practices. In fact, it is important to notice that this school inclusion is analysed from the social representations and the practices they bring about. Better, the analysis of school inclusion is made via the discourse and practices of teachers.The survey is conducted in twelve schools, ten of them located in Rome and the two others in Cagliari in the region of Sardinia. All these schools host students living with handicap and they seek to do their best to observe every student’s irreducible singularity. A resort to a triangulation of the techniques of data collection(questionnaire, interview guide, group focus and direct observation ) has been of great importance to us in grasping the true influence of social representations about the educational practices and the behaviours, individual as well as collective in the sense of school inclusion. This achieved empiric investigation establishes a link between the universe and the thought(social representations) in one hand, and the universe and the action(educational practices) on the other hand. The perception teachers make about handicap and school inclusion has engendered the concrete setting of pedagogic practices which take into account the specific educational needs of students living with disabilities. The welcome and way of dealing with disability at school result from a transformation both in the field of ideas and the organization of the pedagogic practice.Above the study of school inclusion via what teachers do and say, we have also tried to understand the existing links between the actors taking part in the realization of the project of inclusion. The discursive examination and the observations on the ground unveil that the collaboration between teachers , even between the different participants on the field of inclusion still requires a lot of doing. Despite the contradictions and ambivalences noticeable, inclusion is considered as a profit to all and the teachers interviewed are completely behind it.

Cette recherche porte sur l’inclusion/exclusion des immigrés afghans en Iran.La situation et la place des immigrés et de leurs descendants étant soumises àdes logiques d’inclusion/d'exclusion, cette thèse a été construite autour de cetteproblématique. Elle se fonde sur une approche « mixte », à la fois quantitative etqualitative en s’appuyant en premier lieu sur une étude qualitative de terrainqui interroge leurs conditions de vie alors qu’ils sont dans une situationprovisoire et incertaine, en tentant de comprendre leurs expériences et leurstentatives et possibilités d'accéder au marché du travail et aux services sociaux.En second lieu, les données quantitatives issues du recensement iranien ont étéexploitées et la grande partie des informations sur la répartition géographique,le séjour et les caractéristiques démographiques, sociales et économiques desimmigrants ont été obtenues à partir de ces données. Cette analyse met enévidence une politique officielle fondée sur la mise au premier plan de laquestion du retour et non de celle de la naturalisation et l’intégration, malgréune présence durable des Afghans sur le sol irainien. De plus l’agentivité desimmigrés et les efforts qu’ils ont fournis pour s’incorporer dans la société seheurtent aux facteurs structurels et institutions. / The following doctoral thesis focuses on the inclusion / exclusion of Afghanimmigrants in Iran by analyzing the extent to which the status and place ofimmigrants and their descendants are subject to rationales of inclusion /exclusion. This study makes use of a mixed method approach, both quantitativeand qualitative, and is initially based on a qualitative field study that examinesthe living conditions experienced by Afghan immigrants throughout the durationof their temporary and uncertain situation in an effort to understand theirexperiences as well as their attempts and opportunities to enter the labor marketand access social services. Following this qualitative analysis, quantitative datafrom the Iranian census were also used and the majority of the information onthe geographic distribution and residence of immigrants as well as theirdemographic, social and economic characteristics were derived from these data.The results of the analysis show that despite the sustainable migration ofAfghans, official policy is based primarily on the issue of return, therebyobscuring competing perspectives on naturalization and integration. Moreover,structural and institutional obstacles handicap the immigrants’ political agencyand efforts to integrate themselves into the host society.

La loi du 11 février 2005 « pour l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées » a provoqué une profonde mutation du système éducatif et entrainé un nouveau partage entre le monde médico-social et l’Éducation nationale avec la mise en place d’un travail de partenariat. Un changement paradigmatique majeur s’est opéré avec l’émergence du concept d’inclusion. L’école devenue « inclusive » s’efforce désormais de répondre aux besoins éducatifs particuliers de chaque élève en adaptant la norme scolaire. Les dispositifs collectifs d’inclusion sont des leviers privilégiés de la scolarisation d’élèves en situation de handicap qu’ils accompagnent suite à une notification de la Maison Départementale des Personnes Handicapées.L’objectif central de cette thèse consiste à interroger, plus de 10 ans après la loi, les processus à l’œuvre lors de l’orientation d’élèves vers des ULIS école. Certains élèves sont orientés en ULIS école sans pour autant présenter de handicap avéré. Ils sont, pour la plupart, issus d’un environnement marqué par une précarité sociale assorti d’une problématique familiale. Ces orientations qui inscrivent l’enfant sur le registre du handicap se font sous couvert d’un étiquetage médico-psychologique, les difficultés scolaires étant assimilées à de la déficience légère. Elles sont rendues possibles par un élargissement de la catégorie du handicap, par des critères d’orientation de plus en plus larges et par l’accroissement actuel des réponses médico-psychologiques face à l’échec scolaire. Il semblerait que les dispositifs ULIS continuent à assurer une fonction de régulation sociale, le recours à l’enseignement spécialisé restant socialement différencié. Dans le contexte actuel de médicalisation des difficultés scolaires, sont orientés en ULIS école des élèves qui mettent le système ordinaire en difficulté et pour lesquels, il ne semble avoir d’autre réponse que l’inscription dans le champ du handicap. / The 11th of February 2005 law « for disabled persons rights and opportunities equality, participation and civic rights » brought about a deep educational system change and provoked a new sharing between the medico-social system and the Éducation Nationale with the positioning of a partnership. A main changing paradigm has occured with the inclusion concept emergence. Schooling today inclusive is trying to answer pupils’ special educational needs by adjusting school standards. Group inclusion systems are privileged levers to help disabled pupils at school following the Maison Départementale des Personnes Handicapées notifications.This thesis main goal, more than ten years after the law for the disabled persons, consists in examining the process at work when pupils are guided towards a primary school ULIS (Unité Localisée d’Inclusion Scolaire). A certain number of pupils have received educational counselling towards primary school ULIS without any proven disability. They have, mostly, originated from environments with social and family problems. These notifications labelling children as disabled have been done on a medico-psychological basis, the children’s schooling difficulties labelled as mild disability. Those have occured because of a widening of the disability category, wider and vaguer educational counselling criterions and today’s increasing medico-psychological solutions to school underperforming. ULIS systems would seem to carry on ensuring a social regulating function, the recourse to special needs education being socially differentiated. Today’s context of medicalizing school underperformance is leading to guide towards primary school ULIS pupils, putting the common system in a difficult position, and, for whom there seems to be no other solution than labelling them as disabled.

Le travail de thèse présenté porte sur l'observation de la pratique opérationelle del'intercompréhension selon une perspective de recherche inhabituelle. En effet, si sonpotentiel en tant qu'approche plurilingue de l'enseignement des langues étrangères estdésormais largement reconnu, l'apport de l'intercompréhension en tant que stratégie demédiation dans des espaces de diversité linguistique reste fortement sous exploré. Afin derelever le défi lancé par le 7ème projet de recherche MIME – mobilité et inclusion dans uneEurope multilingue, le champ d'application de l'intercompréhension a été élargi et testé dansdes environnements multilingues spontanés, résultant de la mobilité des citoyens européensavec une attention particulière accordée aux rapports d'inclusion des individus mobiles. Enparticulier, le terrain d'essai de cette étude a été la communication des familles issues del'adoption à l'international comme exemple de communautés qui se construisent à partir dudéplacement de leur barycentre géographique, culturel et linguistique. La méthodologieutilisée dans notre recherche a été organisée selon une structure "à pyramide inversée" quipermet d'observer le phénomène en question selon deux perspectives complémentaires : laperspective émique de l'entretien semi-structurée et la perspective étique de l'observationdirecte. D'après nos résultats, dans un cadre de langues voisines et apparentées,l'intercompréhension émerge spontanément à la fois comme solution adaptative pourcontourner les défis imposés par la diversité linguistique et, ce qui est le plus important,comme espace communicatif orienté vers l'inclusion de l'enfant et de sa langue d'origine.Cette recherche montre tout l'intérêt d'élargir l'observation des applications del'intercompréhension dans l'expérience complexe et évolutive de la mobilité et de favoriser samise en oeuvre des locuteurs au moyen d'une formation ciblée aux contextes pluriels. / The study on which the following thesis is based focuses on discussing intercomprehensionfrom an unusual research perspective. Indeed, while its potential as a multilingual approach toforeign language teaching is now widely recognized, the value of intercomprehension as amediation strategy in contexts of linguistic diversity remains largely under-explored. In orderto meet the challenge of the 7th research project MIME - Mobility and inclusion inmultilingual Europe, the scope of intercomprehension has been broadened and tested inspontaneous multilingual environments, that were shaped by the mobility of Europeancitizens, with particular focus on mechanisms of inclusion for mobile individuals. Inparticular, the test case of this study has been the communication of international adoptivefamilies, which are examples of communities that are built on the reorganization ofgeographical, cultural and linguistic references. The methodology used in our research wasorganized according to an "inverted pyramid" structure that makes it possible to observe thephenomenon in question according to two complementary perspectives: the emic perspectiveof the semi-structured interview and the etic perspective of direct observation. According toour results, in a framework of mutually intelligible languages, intercomprehension emergesspontaneously both as an adaptive solution to overcome the challenges imposed by linguisticdiversity and, more importantly, as a communicative space oriented greatly towards theinclusion of the child and his or her original language. This research shows the value ofexpanding research into the applications of intercomprehension in the complex and evolvingexperience of mobility and of promoting its informed implementation among speakersthrough targeted training in plural contexts.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-09-19T10:50:44Z No. of bitstreams: 2 Dissertacao Adriana de O Freitas.pdf: 2421355 bytes, checksum: e4da60bd32a4c843c3fb9cffa993a8f5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-09-19T13:32:24Z (GMT) No. of bitstreams: 2 Dissertacao Adriana de O Freitas.pdf: 2421355 bytes, checksum: e4da60bd32a4c843c3fb9cffa993a8f5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-19T13:32:24Z (GMT). No. of bitstreams: 2 Dissertacao Adriana de O Freitas.pdf: 2421355 bytes, checksum: e4da60bd32a4c843c3fb9cffa993a8f5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-06-14 / The role of the Special Education professionals are becoming an essential condition for education and inclusion of students with special educational needs. The support of these students has raised the discussion of the relationship Common Education Network in Regular and Special Education, ie involves the debate on the need to develop a coordinated action between different educational agents within the school inclusion. In this sense the collaborative approach between these various actors involved in the education of these students: Regents Professor common class, support teacher `inclusion, teacher resource rooms multifunctional, family and community, is assuming a key role in a relationship positive among these professionals to contribute to the promotion of academic success of students with educational needs and other students of the school. So understand how the work has constituted the Special Education Professional allows you to analyze aspects of the inclusion of pupils with special educational needs. Thus, we chose to define the teacher to support inclusion, as this professional has assumed an important role in the implementation of inclusion policies in Goiás So ask yourself: How has the role of teacher to support inclusion? What indicators are present in collaborative teaching and teacher performance to support inclusion? The main objective of this research is to analyze the words of teachers to support inclusion of their educational practices and indicators that they present for collaborative teaching. In this research we used the collaborative research, this type of research the researcher and seek data also enables the continuous training of teachers, space for teachers to have freedom of expression, the analyzes were carried out in stages which is subdivided into six meetings. In the first meeting held by Oceesp participating teachers to be informed about the objectives and risks of the study signed the Terms of Consent (IC), agreeing to participate in the research, thereby allowing the use of their lines and all registration information listed during the search. In addition, the teachers answered a questionnaire on appearing on your identifying information, education and performance. Was focused on the role and activities of teachers to support inclusion through a press conference. The desk study on the role and performance of the teacher Inclusion support and collaborative learning was conducted in order to inform and enlighten teachers about national and state legislation on special education and inclusion, contextualizing the role and function of the teacher support, providing a better understanding of collaborative learning, its relationship with the classroom teacher, culminating in the synthesis of the data. / A atuação de profissionais da Educação Especial vem se constituindo em condição fundamental para educação e inclusão de estudantes com necessidades educacionais especiais. O apoio a esses alunos tem levantado a discussão da relação Educação Comum na Rede Regular e Educação Especial, isto é envolve o debate sobre a necessidade de desenvolver uma atuação articulada entre os diferentes agentes educacionais no âmbito da inclusão escolar. Nesse sentido a perspectiva colaborativa, entre esses diferentes agentes que intervêm no processo educativo desses alunos: professor regente de classe comum, professor de apoio `a inclusão, professor de salas de recursos multifuncionais, família e comunidade, vem assumindo um papel fundamental para uma relação positiva entre esses profissionais, no sentido de contribuir com a promoção do sucesso escolar dos alunos com necessidades educacionais e dos demais alunos da escola. Portanto compreender como vem se constituindo a atuação dos profissionais de Educação Especial permite analisar aspectos da inclusão escolar dos alunos com necessidades educacionais especiais. Desse modo, optamos por definir o professor de apoio à inclusão, uma vez que esse profissional vem assumindo um papel importante na implementação de políticas de inclusão em Goiás. Então se pergunta: Como tem sido a atuação do professor de apoio à inclusão? Quais os indicadores de ensino colaborativo estão presentes na atuação do professor de apoio à inclusão? O objetivo principal desta investigação é analisar os dizeres dos professores de apoio à inclusão sobre as suas práticas educativas e os indicadores que as mesmas apresentam de ensino colaborativo. Na presente pesquisa utilizou-se da pesquisa colaborativa, neste tipo de pesquisa o pesquisador além de buscar dados, possibilita também a formação continuada dos professores, espaço para que os professores tenham liberdade de expressão, as análises foram realizadas em etapas que se subdividiram em seis encontros. No primeiro Encontro realizado pelo Oceesp os professores participantes ao serem esclarecidos sobre os objetivos e riscos da pesquisa assinaram os Termos de Consentimento Livre e Esclarecido (TCLE), concordando em participar da pesquisa, autorizando assim a utilização de suas falas e todo registro de informações elencadas durante a pesquisa.Além disso, os professores responderam a um formulário, em que constavam seus dados de identificação, formação e atuação. Foi focalizado o papel e atuação dos professores de apoio à Inclusão através de uma entrevista coletiva. Oestudo documental sobre o papel e atuação do professor de apoio à Inclusão e o ensino colaborativo foi realizado com o intuito de informar e esclarecer as professoras quanto a legislação nacional e estadual, sobre a educação especial e inclusão, contextualizando o papel e função do professor de apoio, proporcionando uma melhor compreensão do ensino colaborativo, de sua relação com o professor regente, culminando na síntese dos dados.

Il apparaît nécessaire, au niveau international, de former des compétences fonctionnelles aux exigences de la vie et du travail, en termes de : capacité à résoudre les problèmes, à prendre des initiatives autonomes et flexibles, à mobiliser les connaissances pour gérer des situations complexes et résoudre des problèmes. Au centre d'une bonne employabilité de la personne, se trouvent les compétences auto-dirigées (penser et choisir consciemment son propre avenir), à la fois celles de planifier et de se redessiner soi-même (life design). Dans le domaine de l'employabilité, la rencontre des jeunes handicapés et du monde du travail c’ est difficile, en raison de la persistance des stéréotypes et des stigmates, ainsi que de l'absence d'une réelle volonté politique et systémique d'appliquer et de faire respecter la réglementation. Il est donc nécessaire d'explorer la construction de l'employabilité non seulement d'un point de vue théorique, mais aussi à travers la perception que les jeunes adultes handicapés ont de leur employabilité afin de mettre en œuvre des formations et des conseils visant à explorer les compétences liées à l'employabilité de tous les jeunes adultes, dans une perspective inclusiveUne recherche exploratoire empirico-descriptive a été choisie. En particulier, l'outil AVO développé par l'IISFOL/INAPP a été utilisé pour explorer le potentiel d'employabilité des jeunes adultes handicapés de Campanie (18-30 ans). Il a également été choisi pour explorer, par des entretiens semi-structurés, l'histoire et le projet professionnel de 20 jeunes Campani handicapés. En ce qui concerne la méthodologie d'analyse des données il est prévu l'utilisation du logiciel NVIVO (Richards, 1999) pour l'analyse qualitative de l'ensemble des entretiens et l'utilisation du logiciel SPSS pour effectuer des analyses descriptives des données collectées. Les jeunes personnes handicapées qui ont participé à l'étude ont un potentiel d'employabilité moyennement faible et font état de difficultés dans la conception de leur projet professionnel. L’analyse qualitative a permis de confirmer cette difficulté et de cadrer le projet professionnel en termes de réorientation de soi entre ressources et barrières. / It is necessary, at the international level, to form functional skills to the demands of life and work, in terms of: the ability to solve problems, to take autonomous and flexible initiatives, to mobilize knowledge for Manage complex situations and solve problems. At the centre of a good employability of the person, are self-directed skills (thinking and consciously choosing one's own future), both those of planning and redrawing oneself (life design). In the field of employability, the meeting of young people with disabilities and the world of work is difficult, because of the persistence of stereotypes and stigmas, as well as the lack of a real political and systemic will to apply and make comply with the regulations. It is therefore necessary to explore the construction of employability not only from a theoretical point of view, but also through the perception that young adults with disabilities have their employability in order to implement training and advice to explore skills related to the employability of all young adults, from an inclusive perspective. A empirical-descriptive exploratory research has been chosen. In particular, the tool developed by the IISFOL/INAPP and computerized by the technology Section of the SInAPSi University Centre was used to explore the employability potential of young adults with disabilities in Campania (18-30 years). It was also chosen to explore, through semi-structured interviews, the history and professional project of 20 young disabled Campani. With regard to the data analysis methodology, the use of the NVIVO software (Richards, 1999) is foreseen for the qualitative analysis of all interviews and the use of SPSS software to perform descriptive analyses of the data Collected. Young persons with disabilities who participated in the study have a potential for employability Moderately low employability and report difficulties in the design of their professional project. The qualitative analysis confirmed this difficulty and frame the professional project in terms of reorienting oneself between resources and barriers.

Cette thèse traite de l’évaluation comparée de la qualité de deux dispositifs scolaires d’intervention auprès d’élèves ayant des troubles d’apprentissage. Pour ce faire, nous avons élaboré et utilisé un modèle multidimensionnel d’évaluation de la qualité composé de neuf dimensions (pertinence, congruité, adéquation, synergie, efficacité, efficience, impact, fiabilité, flexibilité et bien-fondé) s’inspirant du modèle multidimensionnel développé par Bouchard et Plante (2002). Il nous a permis d’élaborer et d’évaluer 31 indicateurs et 10 sous-indicateurs. Le premier dispositif a été mis en place dans le cadre d’une recherche-action menée en Communauté française de Belgique se proposant d’implémenter et de pérenniser un dispositif d’intégration/inclusion scolaire. Le second dispositif évalué est constitué de classes de l’enseignement spécialisé de type 8. Les deux dispositifs étudiés s’adressent à la même population, celle d’enfants ayant des troubles/difficultés d’apprentissage et orientés vers l’enseignement spécialisé de type 8. Nous avons procédé à l’évaluation de la qualité de huit expériences d’inclusion en école primaire et de treize classes d’enseignement spécialisé de type 8. Ces expériences débutaient en 1re année (CP) dans une classe d’enseignement ordinaire (de 12 à 22 élèves) où étaient intégrés 3 à 7 élèves relevant de l’enseignement spécialisé de type 8. Les résultats présentés reprennent les deux premières années de cette évaluation. À l’analyse de ces différentes dimensions, nous constatons que cette évaluation de la qualité des deux dispositifs comparés est nécessairement à nuancer. Au regard de l’analyse des différentes dimensions et indicateurs pris en considération dans la présente recherche, le dispositif inclusif et celui d’enseignement spécialisé de type 8 se montrent globalement comparables sur les composantes de base (population, objectifs et ressources). Toutefois, ils se différencient fondamentalement par le contexte dans lequel ils se déploient et par la configuration du travail collaboration entre professionnels (co-enseignement et co-intervention). Les résultats montrent des effets légèrement plus positifs en faveur des élèves inclus, surtout en lecture/écriture. Toutefois, la taille de notre échantillon, le caractère de la recherche (recherche-action), des indicateurs contradictoires, etc. ne nous permettent pas de généraliser nos résultats. De plus, le modèle multidimensionnel d’évaluation de la qualité demande à être interrogé au niveau de son opérationnalisation pour rechercher une plus grande validité, fiabilité et sensibilité. Cependant, ce relativisme ne doit pas occulter le fait que si nous ne pouvons nous prononcer de manière claire envers l’un ou l’autre dispositif, la présente recherche-action a sans doute permis de mieux comprendre les deux dispositifs étudiés et l’émergence d’une configuration originale et crédible de ressources permettant l’inclusion de ces élèves en enseignement ordinaire.