Abstracts
Résumé
Depuis leur création en 1994, les conseils scolaires francophones de l’Alberta ont élaboré un modèle de service basé sur un recours aux aides-enseignants (AE). Cette façon de faire n’est pas sans conséquence, puisque le recours systématique aux AE demeure un choix de service controversé lorsqu’il s’agit d’accompagner les élèves handicapés ou en difficulté d’adaptation ou d’apprentissage (EHDAA). Cet article souligne les principales raisons de la polémique entourant l’affectation d’AE auprès des élèves identifiés comme EHDAA, notamment dans les écoles francophones de l’Alberta. En conclusion, les auteurs montrent que les problèmes rencontrés par les AE ne résident pas tant dans la nature de leur travail que dans la façon dont les directeurs d’établissement et les enseignants traitent avec eux. Enfin, les auteurs proposent des moyens favorables à un meilleur encadrement de ce personnel auxiliaire qui demeure, somme toute, essentiel dans les milieux ouverts à l’inclusion scolaire.
Abstract
Since their creation in 1994, Alberta’s Francophone school boards have developed a service model for students with handicaps, social maladjustments or learning difficulties (SHSMLD) that relies heavily on the services of teaching aides (TA). This approach is not without its consequences, as the systematic use of TA’s remains a controversial choice of services to offer to SHSMLD. This article attempts to present the main reasons for the controversy surrounding the use of TA’s with SHSMLD, specifically in Alberta’s Francophone schools. In concluding, the authors stress that the problems encountered by TA’s result less from the nature of their work with students than from their dealings with administrators and teachers. The authors offer suggestions for the enhanced use of these auxiliary personnel who are, after all, essential to the functioning of open and inclusive classrooms.
Resumen
Desde su creación en 1994, los consejos escolares francófonos de Alberta han elaborado un modelo de servicios basado en el recurso a los auxiliares docentes (AD). Esta manera de proceder ha tenido repercusiones, ya que el hecho de recurrir sistemáticamente a los AD es una elección de servicios controvertida cuando se trata de acompañar a los alumnos EHDAA. Este artículo subraya las principales razones de la polémica en torno a la afectación de los AD entre alumnos EHDAA, particularmente en las escuelas francófonas de Alberta. En conclusión, los autores muestran que los problemas confrontados por los AD no residen tanto en la naturaleza de su trabajo sino en la manera en que los directores de establecimiento y los maestros transigen con ellos. Finalmente, los autores proponen algunos medios favorables al mejor encuadramiento de ese tipo de personal auxiliar que es, después de todo, esencial en los medios abiertos a la inclusión escolar.
Appendices
Bibliographie
- ALBERTA TEACHERS’ ASSOCIATION (2010). What Duties Can Be Assigned to Teachers’ Assistant? [En ligne]. [http://www.teachers.ab.ca/Publications/Other%20Publications/Teachers%20and%20Teachers%20%20Assistants%20%20Roles%20and%20Responsibilities/Pages/what.aspx] (Consulté le 30 janvier 2011).
- ANGELIDES, P., CONSTANTINOU, C. et LEIGH, J. (2009). The role of paraprofessionals in developing inclusive education in Cyprus. European Journal of Special Needs Education, 1, 75-89.
- BISSONNETTE, S., RICHARD, M., GAUTHIER, C. et BOUCHARD, C. (2010). Quelles sont les stratégies d’enseignement efficaces favorisant les apprentissages fondamentaux auprès des élèves en difficulté de niveau élémentaire? Résultats d’une méga-analyse. Revue de recherche appliquée sur l’apprentissage, 3, 1-35.
- BROER, S. M., DOYLE, M. B. et GIANGRECO, M. F. (2005). Perspectives of students with intellectual disabilities about their experience with paraprofessional support. Exceptional Children, 71, 415-430.
- CARNAHAM, C. R., WILLIAMSON, P., CLARKE, L. et SORENSEN, R. (2009). A systematic approach for supporting paraeducators in educational settings: A guide for teachers. Teaching Exceptional Children, 41, 34-43.
- CARTER, E., O’ROURKE, L., SISCO, L. G. et PELSUE, D. (2009). Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30, 344-359.
- CAUSTON-THEOHARIS, J. N. et MALMGREN, K. (2005a). Building bridges: Strategies to help paraprofessionals promote peer interactions. Teaching Exceptional Children, 37, 18-24.
- CAUSTON-THEOHARIS, J. N. et MALMGREN, K. (2005b). Increasing interactions between students with severe disabilities and their peers via paraprofessional training. Exceptional Children, 71, 431-444.
- CAUSTON-THEOHARIS, J. N., GIANGRECO, M. F., DOYLE, M. B. et VADASY, P. F. (2007). Paraprofessionals: The “sous chefs” of literacy instruction. Teaching Exceptional Children, 40, 56-62.
- CHOPRA, R.V. (2009). What do parents need to know about paraeducators? Exceptional Parent, 39, 22-23.
- CHOPRA, R. V., SANDOVAL-LUCERO, E., ARAGON, L., BERNAL, Ch., BERG DE BALDERAS, H. et CARROLL, D. (2004). The paraprofessional role of connector. Remedial and Special Education, 25, 219-231.
- CORTESE, A. (2005). Take a good look at paraprofessionals. American School Board Journal, 192, 13-14.
- DALLEY, P. et ROY, S. (2008). Francophonie, minorité et pédagogie. Ottawa : Les Presses de l’Université d’Ottawa.
- FAMOSE, J.-P. et BERTSCH, J. (2009). L’estime de soi : une controverse éducative. Paris : Presses universitaires de France.
- FRENCH, N. K. (2001). Supervising paraprofessionals: A survey of teacher practices. The Journal of Special Education, 35, 41-53.
- FRENCH, N. K. (2003). Managing paraeducators in your school: How to hire, train, and supervise non-certified staff. Thousand Oaks : Corwin Press.
- GIANGRECO, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61, 50-53.
- GIANGRECO, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual & Developmental Disabilities, 48, 1-13.
- GIANGRECO, M. F., BROER, S. M. et EDELMAN, S. W. (2001). Teacher engagement with students with disabilities: Differences based on paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26, 75-86.
- GIANGRECO, M. F. et DOYLE, M. B. (2007). Teacher assistants in inclusive schools. Dans L. Florian (dir.), The SAGE Handbook of Special Education (p. 429-439). London : Sage.
- GIANGRECO, M. F., EDELMAN, S. W., LUISELLI, T. E. et MacFARLAND, S. Z. C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7-18.
- GIANGRECO, M. F., HALVORSEN, A., DOYLE, M. B. et BROER, S. M. (2004). Alternatives to overreliance on paraprofessionals in inclusive schools. Journal of Special Education Leadership, 17, 82-90.
- GIANGRECO, M. F., YUAN, S., MCKENZIE, B., CAMERON, P. et FIALKA, J. (2005). “Be careful what you wish for…”: Five reasons to be concerned about the assignment of individual paraprofessionals. Teaching Exceptional Children, 37, 28-34.
- HARDY, L. (2004). The well-trained aide. American School Board Journal, 191, 33-35.
- HAUERWAS, L. B. et GOESSLING, D. P. (2008). Who are the interventionists? Guidelines for paraeducators in RTI. TEACHING Exceptional Children, 4(3), Article 4.
- HAUGE, J. M. et BABKIE, A. M. (2006). Develop collaborative special educator-paraprofessional teams: One para’s view. Intervention in School and Clinic, 42, 51-53.
- HOWES, A., DAVIES, S. M. B. et FOX, S. (2009). Improving the Context for Inclusion. New York : Routledge.
- JONES, K. H. et BENDER, W. N. (1993). Utilization of paraprofessionals in special education: A review of the literature. Remedial and Special Education, 14, 7-14.
- KATSIYANNIS, A., HODGE, J. et LANFORD, A. (2000). Paraeducators: legal and practice considerations. Remedial and Special Education, 21, 297-304.
- KERRY, T. (2005). Towards a typology for conceptualizing the roles of teaching assistants. Educational Review, 57, 373-384.
- LACOMBE, D. (1996). La communauté franco-albertaine. Edmonton : La Fondation de l’A.C.F.A. Alberta.
- LEBLANC, M. et VIENNEAU, R. (2010). Le modèle de livraison des services en adaptation scolaire dans le contexte de l’inclusion scolaire au Nouveau-Brunswick francophone. Dans N. S. Trépanier et M. Paré (dir.), Des modèles de service pour favoriser l’intégration scolaire (p. 162-188). Québec : Presses de l’Université du Québec.
- LEVASSEUR-OUIMET, F. (1994). Les besoins éducatifs particuliers des élèves francophones en milieu minoritaire et comment y répondre. Edmonton : Faculté Saint-Jean, University of Alberta.
- LISTON, A. G., NEVIN, A. et MALIAN, I. (2009). What do paraeducators in inclusive classrooms say about their work? Analysis of national survey data and follow-up interviews in California. TEACHING Exceptional Children Plus, 5, Article 1.
- McVAY, p. (1998). Paraprofessionals in the classroom: What role do they play? Disability Solutions, 3, 1-4.
- MINISTÈRE DE L’ÉDUCATION DE L’ALBERTA (MÉA) (2004). L’équipe d’apprentissage. Edmonton : Direction de l’éducation française, ministère de l’Éducation de l’Alberta.
- MINISTÈRE DE L’ÉDUCATION DE L’ALBERTA (MÉA) (2007). Relever le potentiel. Éléments clés de la programmation à l’intention des élèves ayant des difficultés d’apprentissage. Edmonton : Direction de l’éducation française, ministère de l’Éducation de l’Alberta.
- MINONDO, S., MEYER, L. H. et XIN, J. F. (2001). The role and responsibilities of teaching assistants in inclusive education: What’s appropriate? The Journal of the Association for Persons with Severe Handicaps, 26, 114-119.
- MUELLER, P. H. et MURPHY, F. V. (2001). Determining when a student requires paraeducator support. Teaching Exceptional Children, 33, 22-27.
- PARSONS, M. et REID, D. (1999). Training basic teaching skills to paraeducators of students with severe disabilities: A one-day program. Teaching Exceptional Children, 31, 48-55.
- PICKETT, A. L. et GERLACH, K. (2003). Supervising Paraeducators in School Settings: A Team Approach (2e éd.). Austin, TX : Pro-Ed.
- RIGGS, C. G. et MUELLER, P. H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education, 35, 54-62.
- RUEDA, R. et DENEVE, C. (1999). How paraeducators build cultural bridges in diverse classrooms. Reaching Today’s Youth: The Community Caring Journal, 3, 53-55.
- STAHL, B. J. et LORENZ, G. (1995). Views on paraprofessionals. St. Paul, MN : Minnesota Department of Education.
- SYDNEY, A. (2010). A Handbook for Inclusion. Managers Steering Your School towards Inclusion. New York : Routledge.
- TILLERY, C. Y., WERTS, M. G., ROARK, R. et HARRIS, S. (2003). Perceptions of paraeducators on job retention. Teacher Education and Special Education, 26, 118-127.
- WALLACE, T., SHIN, J., BARTHOLOMAY, T. et STAHL, B. J. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals. Exceptional Children, 67, 520-533.
- WATKINSON, A. (2008). Leading and Managing Teaching Assistants. New York : Routledge.
- WERTS, M. G., ZIGMOND, N. et LEEPER, D. C. (2001). Paraprofessional proximity and academic engagement: Students with disabilities in primary aged classrooms. Education and Training in Mental Retardation and Developmental Disabilities, 36, 424-440.