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Depuis 2005, une loi garantit le droit à l’inclusion scolaire de tout enfant porteur de handicap. L’objectif principal de cette recherche de Doctorat était d'étudier les modalités de scolarisation des élèves avec autisme en école ordinaire en interrogeant à la fois les parents, les enseignants et les auxiliaires de vie scolaire (AVS). Nous souhaitions apporter des réponses aux questions suivantes : La scolarisation dans une école ordinaire est-elle toujours bénéfique aux enfants avec autisme quelle que soit l’ampleur de leurs troubles ? La sévérité du syndrome oriente-t-elle les objectifs à atteindre ? Les enseignants sont-ils suffisamment formés pour participer à une école inclusive ? La méthodologie de recherche se compose de trois parties : 1. la diffusion en ligne de trois questionnaires adressés respectivement aux enseignants, aux parents et aux AVS ; 2. Des entretiens conduits avec des parents d’enfants atteints d’autisme scolarisés en milieu ordinaire, des AVS et des enseignants ; 3. Une étude de cas visant à observer l’intégration d’un enfant avec autisme dans une classe. Les résultats montrent notamment des décalages de points de vue entre chaque acteur. Les parents évoquent souvent « un parcours du combattant » pour réussir à scolariser leur enfant et regrettent parfois le manque de motivation de certains enseignants pour accueillir des enfants avec autisme. La rencontre avec les enseignants laisse penser que la Loi a été promulguée un peu trop rapidement avant que les écoles et les enseignants soient véritablement prêts à accueillir les enfants différents et à leur proposer des modalités d’inclusion ajustées à leurs besoins particuliers. Ainsi, des enseignants et des AVS regrettent un manque de formation dans ce registre. Il apparaît finalement que réussir l’intégration des enfants « différents » en école ordinaire implique une différenciation des dynamiques d’apprentissage, un ajustement des stratégies pédagogiques de l’enseignant et un aménagement du cadre pour que le jeu didactique soit source d’enrichissement pour l’enfant, pour l’enseignant et pour les autres élèves de la classe. / Since 2005, a law guarantees the right to scholastic inclusion of any disabled child. The main objective of this PhD research is to focus on studying the modalities for students schooling with autism in ordinary schools by interviewing both of the parents, teachers and education/teaching assistants (EAs/TAs). We want to provide answers to the following questions: Is schooling in ordinary school always beneficial to children with autism whatever the extent of their problems? Can the objectives be oriented by the severity of the autism’s syndrome? Are teachers adequately trained to participate in an inclusive school? The research methodology consists of three parts: 1. online distribution of three questionnaires respectively addressed to teachers, parents and EAs/TAs; 2. interviews with parents of children with autism into ordinary schooling, EAs/TAs and teachers; 3. A case study to observe the integration of a child with autism in a classroom. The results show in particular shifting views between each actor. Parents often evoke "an obstacle course" to successfully schooling their child and sometimes regret the lack of some teachers’ motivation to receive children with autism. The meeting with teachers suggests that the Act is enacted too quickly before schools and teachers are truly ready to welcome different children and offer them modalities of adjuster inclusion to their specific needs. Thus, teachers and EAs/TAs regret a lack of training in this register. It finally appears that the successful integration of "different" children in ordinary schools implies a differentiation of learning dynamics, adjustment of teaching strategies of the teacher and a framework planning so that the didactic game is a source of enrichment for the child, the teacher and other students in the classroom.

This research attempted to ascertain whether the ratings of applicants in the admissions-evaluation process of Dallas Theological Seminary (Admission Committee Rating, or ACR) were related to persistence in seminary study sufficiently to allow reasonable prediction of completion based on the strength of the ratings. Five ACRs were examined - the total ACR and its four components, strength of previous academics, personal references, potential and promise for ministry, and previous ministry experience. Other non-admissions factors were also examined to see what relationship they had to persistence. Those factors were years of matriculation, age at matriculation, gender, marital status, ethnicity, nationality, types of previous higher education, whether or not financial aid was received (if known), and the total amount of financial aid received (if known). Persistence in the study was defined as graduation from the seminary's major four-year master's degree program (Th.M.) within the time limits published for the degree. Analysis results indicated that only two of the five ACRs were statistically significant, ministry potential and ministry experience, but the relationship with completion was weak. The conclusion reached was that the relationship between the strength of the admission evaluation and persistence was practically insignificant and contributed little to the ability to predict completion on that basis alone.

This study addressed the attributional predispositions and specific attributions for success and failure of seriously emotionally disturbed adolescent males and nondisturbed, regular education adolescent males (hereafter referred to as disturbed students and nondisturbed students, respectively). Specifically the purpose was to determine an attributional predisposition of disturbed students and nondisturbed students. Furthermore, this study sought to ascertain whether disturbed students and nondisturbed students indicated different attributions for success and failure at achievement tasks. The study then examined the congruence between students' attributional predispositions and their actual attributions.

The purpose of this study is to determine factors which are contributing to the educational retardation of each child in a primary group in the Bloutstown Elementary School and to evaluate the results of a program inaugurated for the purpose of correcting these factors with recommendations for improvement. / Typescript. / "June, 1949." / "Submitted in Partial Fulfillment of the Requirements for a Master of Arts Degree." / Advisor: R. L. Eyman, Professor Directing Paper. / Includes bibliographical references (leaf [78]).