Un modèle d’accompagnement de stagiaires en situation de handicap
Quebec universities are experiencing a sharp increase in students with disabilities (SWD) which brings their internship supervisors under pressure in a teacher-training program. An exploratory study (Philion et al., 2019) suggests that emphasis should be placed on knowing how to accompany in a persp...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2023-12-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/5254 |
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| _version_ | 1841546620224667648 |
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| author | Ruth Philion Michelle Bourassa |
| author_facet | Ruth Philion Michelle Bourassa |
| author_sort | Ruth Philion |
| collection | DOAJ |
| description | Quebec universities are experiencing a sharp increase in students with disabilities (SWD) which brings their internship supervisors under pressure in a teacher-training program. An exploratory study (Philion et al., 2019) suggests that emphasis should be placed on knowing how to accompany in a perspective of shared responsibility. Since this study, a research action examines this proposal. A learning community of researchers and supervisors co-constructs a reflective analysis framework called a concerted action plan oriented on the actions to be taken on both sides, which was used to support 27 trainees with disabilities (TWD). The resulting action plans were then analyzed and interpreted based on Bourassa's (2019) frame of reference. This frame suggests that a power relationship arises when an experienced person is responsible for supporting another. The frame of reference states that in a power relationship four variables interact: the trust to establish the bond, the right distance to co-construct meaning from what is happening, the requirement to pull the person up and the responsibility that falls to each part. Data analysis shows that the interactive combinations between these variables play a decisive role in the support offered to trainees. The conclusion is a supervision model combining a concerted supervisor/trainee action plan so that these trainees benefit from favorable conditions for their success. |
| format | Article |
| id | doaj-art-f99e7e261377455c83777261b8c4655d |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2023-12-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-f99e7e261377455c83777261b8c4655d2025-01-10T16:18:38ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272023-12-013910.4000/ripes.5254Un modèle d’accompagnement de stagiaires en situation de handicapRuth PhilionMichelle BourassaQuebec universities are experiencing a sharp increase in students with disabilities (SWD) which brings their internship supervisors under pressure in a teacher-training program. An exploratory study (Philion et al., 2019) suggests that emphasis should be placed on knowing how to accompany in a perspective of shared responsibility. Since this study, a research action examines this proposal. A learning community of researchers and supervisors co-constructs a reflective analysis framework called a concerted action plan oriented on the actions to be taken on both sides, which was used to support 27 trainees with disabilities (TWD). The resulting action plans were then analyzed and interpreted based on Bourassa's (2019) frame of reference. This frame suggests that a power relationship arises when an experienced person is responsible for supporting another. The frame of reference states that in a power relationship four variables interact: the trust to establish the bond, the right distance to co-construct meaning from what is happening, the requirement to pull the person up and the responsibility that falls to each part. Data analysis shows that the interactive combinations between these variables play a decisive role in the support offered to trainees. The conclusion is a supervision model combining a concerted supervisor/trainee action plan so that these trainees benefit from favorable conditions for their success.https://journals.openedition.org/ripes/5254accompagnementstagesuperviseurétudiant en situation de handicap (ex.dyslexiesanté mentale |
| spellingShingle | Ruth Philion Michelle Bourassa Un modèle d’accompagnement de stagiaires en situation de handicap Revue Internationale de Pédagogie de l’Enseignement Supérieur accompagnement stage superviseur étudiant en situation de handicap (ex. dyslexie santé mentale |
| title | Un modèle d’accompagnement de stagiaires en situation de handicap |
| title_full | Un modèle d’accompagnement de stagiaires en situation de handicap |
| title_fullStr | Un modèle d’accompagnement de stagiaires en situation de handicap |
| title_full_unstemmed | Un modèle d’accompagnement de stagiaires en situation de handicap |
| title_short | Un modèle d’accompagnement de stagiaires en situation de handicap |
| title_sort | un modele d accompagnement de stagiaires en situation de handicap |
| topic | accompagnement stage superviseur étudiant en situation de handicap (ex. dyslexie santé mentale |
| url | https://journals.openedition.org/ripes/5254 |
| work_keys_str_mv | AT ruthphilion unmodeledaccompagnementdestagiairesensituationdehandicap AT michellebourassa unmodeledaccompagnementdestagiairesensituationdehandicap |