Les modèles contemporains soulignent que le développement humain implique un processus de co-construction continuel entre l’individu et son environnement immédiat. La présente thèse examine les facteurs du développement de l’enfant qui auraient un rôle de précurseur de l’adaptation psychosociale. Notre échantillon regroupe 231 enfants (106 Québécois et 125 Français de 20 et 54 mois) venant de familles de milieu socio-économique moyen et fréquentant, à plein temps des garderies au centre ville de Montréal ainsi que des crèches et maternelles du centre ville de Bordeaux et de Toulouse. L'adaptation psychosociale des enfants est mesurée avec le questionnaire APSE composé de 12 échelles qui se regroupent en six dimensions permettant de dégager cinq modes d’ajustement. Le tempérament précoce est évalué à l'aide du « Toddler Temperament Scale » se regroupant en cinq dimensions et trois typologies. L’attachement primaire est mesuré avec le « Q-Sort Attachment » se rassemblant en sept dimensions et trois classifications. Une première étape analytique propose des analyses discriminantes nous permettant de démontrer que les modèles simples (un seul construit comme prédicteur de l'adaptation) donnent de moins bons résultats que le modèle complexe (qui intègre les deux types d’informations). Néanmoins, la complémentarité de ces deux sortes d’indicateurs de l’adaptation conduit à l’opérationnalisation du concept de caractère comme précurseur. Les résultats indiquent alors que ce nouvel indicateur de l’ajustement est plus intéressant à modéliser avec des enfants de trois ans et plus. L'intérêt de ces résultats réside dans leur démonstration de la pertinence d'un modèle complexe pour représenter la dynamique de l’adaptation psychosociale des jeunes enfants et d’une modélisation du caractère pour les plus âgés.

This book brings together eminent and emerging scholars to present cutting-edge research on diverse conceptions of giftedness and talent from a range of international perspectives. It covers classical views, emphasizing IQ, but also seeks to move the academic debate on from the common exclusive emphasis on IQ-based skills. In each chapter the contributors address both theoretical advances and practical applications for administrators, teachers, and parents. The editors conclude by integrating the different points of view and showing ways in which major ideas, even when given different names, can be integrated to provide a holistic and integral viewpoint on giftedness and talent. This book will appeal to students and scholars of creativity, giftedness and gifted education; as well as to practitioners, teachers and education policymakers.

Guides you through quick and effective writing of accurate and measurable IEP goals and objectivesFor all staff involved in the IEP process. Many special educators view IEPs as burdensome, but IEPs are necessary, required by law and when done properly can be extremely helpful in guiding the student's educational journey. Includes updates for IDEA 2004.eBook is delivered via a download link sent to your email address. Please allow up to 24 hours processing time, Monday through Friday.

Phronesis is the Aristotelian notion of practical wisdom. In this collected series, phronesis is explored as an alternate way of considering professional knowledge. In the present context dominated by technical rationalities and instrumentalist approaches, a re-examination of the concept of phronesis offers a fundamental re-visioning of the educational aims in professional schools and continuing professional education programs. This book originated from a conversation amongst an interdisciplinary group of scholars from education, health, philosophy, and sociology, who share concerns that something of fundamental importance – of moral signi?cance – is missing from the vision of what it means to be a professional. The contributors consider the ways in which phronesis offers a generative possibility for reconsidering the professional knowledge of practitioners. The question at the centre of this inquiry is: “If we take phronesis seriously as an organising framework for professional knowledge, what are the implications for professional education and practice?” A multiplicity of understandings emerge as to what is meant by phronesis and how it might be reinterpreted, understood, applied, and extended in a world radically different to that of the progenitor of the term, Aristotle. For those concerned with professional life this is a conversation not to be missed.

This eight-year study of an American city traces the answer to the question "Who is retarded?" by analyzing the labeling process in a large number of community agencies. Data for the study are drawn from a representative sample of 7,000 persons under fifty years of age who were tested ans screened for "symptoms" of mental retardation. The author finds that that schools label more persons as mentally retarded than any other agency and share their labels more widely with others in the community. Relying on IQ test scores for diagnosis, schools place many persons with scores above 70 and with no physical disabilities in the role of retardate. The author contends that both the statistical model of "normal" and the unicultural viewpoint of educators and clinicians work to the disadvantage of the poor and the ethnic minorities. Given the opportunity, many persons demonstrate by their ability to cope with the problems in other areas of life that they are not comprehensively incompetent. The author makes serval policy recommendations. First, she suggests lowering the IQ score cutoff point used by schools in determining who shall be labeled as retarded. Second, she recommends that the clinicians use the two-dimensional definition of retardation proposed by the American Association of Mental Deficiency, subnormality in both intellectual performance and adaptive behavior. Third, she concludes that pluralistic assessment procedures must be employed to take into account cultural biases in IQ tests designed to measure cognitive skills. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1973.