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Enhancing classroom participation of students with intellectual and developmental disabilities / Efrat Selanikyo in Canadian Journal of Occupational Therapy, 84(2) (April 2017)
[article]
Titre : Enhancing classroom participation of students with intellectual and developmental disabilities Titre original : Améliorer la participation en classe des élèves ayant des déficiences intellectuelles et des troubles envahissants du développement Type de document : texte imprimé Auteurs : Efrat Selanikyo ; Shira Yalon-Chamovitz ; Naomi Weintraub Année de publication : 2017 Article en page(s) : p.76-86 Langues : Anglais (eng) Mots-clés : collaboration consultative déficience intellectuelle écoles ergothérapie etudes cas-témoins Résumé : Abstract
Background.
Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities.
Purpose.
This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD.
Method.
The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating.
Findings.
The Co-PID was found to significantly improve students’ participation in all areas, whereas the participation of the students in the in-service group decreased.
Implications.
A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.Permalink : ./index.php?lvl=notice_display&id=50098
in Canadian Journal of Occupational Therapy > 84(2) (April 2017) . - p.76-86[article] Enhancing classroom participation of students with intellectual and developmental disabilities = Améliorer la participation en classe des élèves ayant des déficiences intellectuelles et des troubles envahissants du développement [texte imprimé] / Efrat Selanikyo ; Shira Yalon-Chamovitz ; Naomi Weintraub . - 2017 . - p.76-86.
Langues : Anglais (eng)
in Canadian Journal of Occupational Therapy > 84(2) (April 2017) . - p.76-86
Mots-clés : collaboration consultative déficience intellectuelle écoles ergothérapie etudes cas-témoins Résumé : Abstract
Background.
Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities.
Purpose.
This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD.
Method.
The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating.
Findings.
The Co-PID was found to significantly improve students’ participation in all areas, whereas the participation of the students in the in-service group decreased.
Implications.
A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.Permalink : ./index.php?lvl=notice_display&id=50098 Exemplaires (1)
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