L’école ne semble plus en mesure de répondre par elle-même aux besoins multidimensionnels des élèves en difficulté qui sont maintenant intégrés dans la classe ordinaire. (Cooper, 1999; Deslandes & Bertrand, 2001; Dryfoos, 1994; Greenberg, 2004; Ministère de l'Éducation du Loisir et du Sport, 2005; Paavola, 1995; Riddle & Tett, 2001; The Learning Partnership, 2004). Les équipes de soutien à l’enseignant semblent un moyen efficace d’appuyer l’enseignant et l’élève, mais cette approche est très peu utilisée dans les milieux éducatifs au Canada. Certains élèves présentant des problèmes complexes ne reçoivent pas l’appui nécessaire faute d’un manque de spécialiste à l’intérieur du cadre scolaire. Dans cette perspective, les services intégrés pourraient être une voie propice pour le travail de partenariat mais plusieurs obstacles semblent empêcher la collaboration et la coopération entre les intervenants scolaires et les partenaires de la communauté. La présente recherche a identifié un modèle qui permet d’appuyer l’enseignant dans sa pratique afin d’aider l’élève en difficulté et de le maintenir dans la classe ordinaire. Le modèle d’équipe de soutien à l’enseignant mis en œuvre dans les écoles d’un conseil francophone scolaire de l’Ontario est un modèle dérivé de Chalfant, Pysh et Moultrie (1979). Vers les années 1970, ces équipes ont été formées en vue d’offrir un appui à l’enseignant de classe ordinaire pour éviter les placements d'élèves en éducation spéciale l’intention est encore la même en 2010. Par ce modèle, nous favorisons l’entrée des services intégrés à l’intérieur du cadre scolaire et les partenaires travaillent en équipe afin de favoriser le succès scolaire des élèves. Un coordonnateur du milieu scolaire est le lien qui assure la coordination et les suivis des différentes recommandations proposées par l’équipe. Le travail de collaboration et de coopération est essentiel pour assurer le succès scolaire de l’élève. Les résultats de cette mise en œuvre nous ont permis de constater que le modèle est efficace dans l’atteinte de ses buts. D’une façon générale, les intervenants scolaires affirment se sentir effectivement appuyés par les équipes de soutien tant dans la formation, les échanges et les discussions que dans les ressources matérielles. Ce qui ressort le plus souvent de leurs propos est qu’ils apprécient la réelle collaboration et la concertation qui existent entre tous les intervenants qui assurent les suivis. Quatre-vingt-treize pour cent des répondants qui ont participé aux équipes de soutien affirment qu’il y a eu des changements positifs chez les élèves. Différents défis ont aussi été relevés. Mentionnons entre autre, la lourdeur du rôle du coordonnateur, la grandeur du territoire du Conseil (perte de temps sur la route), des cas de conflits existants entre les parents et l’école. Indépendamment de ces défis, l’application du modèle d’équipe de soutien à l’enseignant répond à l’objectif d’inclusion scolaire des élèves en difficulté tout en permettant aux enseignants de ne pas se sentir seuls ni d’être effectivement seuls à assumer ce mandat. / Schools, the world over in general face multi dimensional needs of students experiencing challenges. Such students have traditionally been integrated in classrooms with other children. The Teacher Support Team model enhances the teacher’s capacity to be effective and the student’s ability to learn. However, this model is not used, widespread or known in Canada. Numerous studies describe that students present with increasingly complex issues but do not benefit from the resources available due to a lack of training of the specialists in this area and within the schools themselves. A collaboration and co-operation approach is essential to ensure student success. Integrated services are perceived as a means to work within the partnership but many challenges seem to prevent the cooperation and collaboration of the school personnel and community partners. This research project focuses on a model which supports the classroom teachers using practical day-to-day practical strategies. This model was implemented in the French Public School Board in Southern Ontario. In 1970, such teams were created in view of supporting the classroom teacher and to avoid placing children in special education classes. The same goals continue to exist in 2010. This model allows one to integrate community services in the classroom and community school always in view of increasing the chances of student success. A school based coordinator ensures the connections, coherence and the implementation of the recommendations made by the specialized team. The results of this supportive and integrative model encouraged us to comprehend that the model was effective in achieving its goals. In a general manner, the school personnel reaffirm that they were supported by such integrative team members in their professional training, the colloquies held and the discussions as well as through supportive professional documents provided. It is noteworthy that the teachers heavily stressed the real collaboration and the team effort that existed between the professional team members and school personnel as well as the team personnel that ensured follow-up and the implementation of goals, tasks and strategies on which the team agreed would be implemented. Challenges such as the multi dimensional role of the coordinator, the expansive geographical area of the Public French School Board and the varying and sometimes opposing perspectives between the parents and the school board were all noted. However, even when considering such challenges which were dealt with, the implementation of this supportive/integrative model for teachers was proven to be a means of meeting the students’ needs in the classroom while having the teachers not feeling alone or isolated in their tasks nor their having to assume such difficult tasks independently and feeling isolated and unsupported.

L’école ne semble plus en mesure de répondre par elle-même aux besoins multidimensionnels des élèves en difficulté qui sont maintenant intégrés dans la classe ordinaire. (Cooper, 1999; Deslandes & Bertrand, 2001; Dryfoos, 1994; Greenberg, 2004; Ministère de l'Éducation du Loisir et du Sport, 2005; Paavola, 1995; Riddle & Tett, 2001; The Learning Partnership, 2004). Les équipes de soutien à l’enseignant semblent un moyen efficace d’appuyer l’enseignant et l’élève, mais cette approche est très peu utilisée dans les milieux éducatifs au Canada. Certains élèves présentant des problèmes complexes ne reçoivent pas l’appui nécessaire faute d’un manque de spécialiste à l’intérieur du cadre scolaire. Dans cette perspective, les services intégrés pourraient être une voie propice pour le travail de partenariat mais plusieurs obstacles semblent empêcher la collaboration et la coopération entre les intervenants scolaires et les partenaires de la communauté. La présente recherche a identifié un modèle qui permet d’appuyer l’enseignant dans sa pratique afin d’aider l’élève en difficulté et de le maintenir dans la classe ordinaire. Le modèle d’équipe de soutien à l’enseignant mis en œuvre dans les écoles d’un conseil francophone scolaire de l’Ontario est un modèle dérivé de Chalfant, Pysh et Moultrie (1979). Vers les années 1970, ces équipes ont été formées en vue d’offrir un appui à l’enseignant de classe ordinaire pour éviter les placements d'élèves en éducation spéciale l’intention est encore la même en 2010. Par ce modèle, nous favorisons l’entrée des services intégrés à l’intérieur du cadre scolaire et les partenaires travaillent en équipe afin de favoriser le succès scolaire des élèves. Un coordonnateur du milieu scolaire est le lien qui assure la coordination et les suivis des différentes recommandations proposées par l’équipe. Le travail de collaboration et de coopération est essentiel pour assurer le succès scolaire de l’élève. Les résultats de cette mise en œuvre nous ont permis de constater que le modèle est efficace dans l’atteinte de ses buts. D’une façon générale, les intervenants scolaires affirment se sentir effectivement appuyés par les équipes de soutien tant dans la formation, les échanges et les discussions que dans les ressources matérielles. Ce qui ressort le plus souvent de leurs propos est qu’ils apprécient la réelle collaboration et la concertation qui existent entre tous les intervenants qui assurent les suivis. Quatre-vingt-treize pour cent des répondants qui ont participé aux équipes de soutien affirment qu’il y a eu des changements positifs chez les élèves. Différents défis ont aussi été relevés. Mentionnons entre autre, la lourdeur du rôle du coordonnateur, la grandeur du territoire du Conseil (perte de temps sur la route), des cas de conflits existants entre les parents et l’école. Indépendamment de ces défis, l’application du modèle d’équipe de soutien à l’enseignant répond à l’objectif d’inclusion scolaire des élèves en difficulté tout en permettant aux enseignants de ne pas se sentir seuls ni d’être effectivement seuls à assumer ce mandat. / Schools, the world over in general face multi dimensional needs of students experiencing challenges. Such students have traditionally been integrated in classrooms with other children. The Teacher Support Team model enhances the teacher’s capacity to be effective and the student’s ability to learn. However, this model is not used, widespread or known in Canada. Numerous studies describe that students present with increasingly complex issues but do not benefit from the resources available due to a lack of training of the specialists in this area and within the schools themselves. A collaboration and co-operation approach is essential to ensure student success. Integrated services are perceived as a means to work within the partnership but many challenges seem to prevent the cooperation and collaboration of the school personnel and community partners. This research project focuses on a model which supports the classroom teachers using practical day-to-day practical strategies. This model was implemented in the French Public School Board in Southern Ontario. In 1970, such teams were created in view of supporting the classroom teacher and to avoid placing children in special education classes. The same goals continue to exist in 2010. This model allows one to integrate community services in the classroom and community school always in view of increasing the chances of student success. A school based coordinator ensures the connections, coherence and the implementation of the recommendations made by the specialized team. The results of this supportive and integrative model encouraged us to comprehend that the model was effective in achieving its goals. In a general manner, the school personnel reaffirm that they were supported by such integrative team members in their professional training, the colloquies held and the discussions as well as through supportive professional documents provided. It is noteworthy that the teachers heavily stressed the real collaboration and the team effort that existed between the professional team members and school personnel as well as the team personnel that ensured follow-up and the implementation of goals, tasks and strategies on which the team agreed would be implemented. Challenges such as the multi dimensional role of the coordinator, the expansive geographical area of the Public French School Board and the varying and sometimes opposing perspectives between the parents and the school board were all noted. However, even when considering such challenges which were dealt with, the implementation of this supportive/integrative model for teachers was proven to be a means of meeting the students’ needs in the classroom while having the teachers not feeling alone or isolated in their tasks nor their having to assume such difficult tasks independently and feeling isolated and unsupported.

Public sector decision makers are confronted by pressures to make faster and better decisions as a result of the competitive environment they operate in. However, there is a trend in the public sector, including the Department of Transport (DoT) in South Africa, to invest in management information systems (MIS) that are highly fragmented and not aiding effective and timely decision-making. As a result, the country witnessed several service delivery protests since 2008 which also affected the public transport sector, such as the widespread burning of Metrorail trains several times by angry commuters. In most instances, poor service delivery emanates from the fact that public servants do not have information at their fingertips to make decisions. This quantitative study utilised Control Objectives for Information and Related Technologies 5 (COBIT 5) as a theoretical framework to investigate the integration of MIS at the DoT with a view to enhancing business intelligence for effective decision-making. Data were collected through a questionnaire directed at middle managers and senior managers that were selected through stratification of business units at the DoT, as well as analysis of documents such as system specifications and strategic plans. The study established that the DoT has several systems such as Alfresco, BAS, GIS, Logis and Persal to name a few, which serve different purposes. However, in most instances, the systems are not integrated as the current infrastructure did not support integration needs and plans to accommodate changing requirements. This is compounded by the system policy implementation constraints, as well as ageing legacy systems that are obsolete. The only component where MIS was found to be integrated, was in the financial business units (Supply Chain Management, Finance and Budgeting). Core business units use off-the-shelf systems and, in some cases, custom-made applications that do not integrate with any other system and thus hinder decision-making. In conclusion, decisions are made based on thumb-sucking, as management does not have access to comprehensive information that is stored in fragmented unintegrated systems. The study recommends that governance structures should be set up to deal with a more holistic business, information and technology architecture for the DoT that enable integration of various systems for effective decision-making. Failure to transform this pattern would lead to service delivery protests persisting. A further study on a framework to integrate MIS in the public sector is recommended. / Information Science / M. Inf.