Résumés
Résumé
Les élèves présentant des difficultés comportementales sont parmi ceux ayant le plus faible taux d’intégration en classe ordinaire. Plusieurs variables propres à l’enseignant sont considérées comme ayant un impact dans le processus intégratif de ces élèves. Le présent article évalue les associations entre certaines de ces variables, dont le stress de l’enseignant et la qualité de sa relation avec l’élève présentant des difficultés d’ordre comportementale, dans l’établissement d’une attitude favorable ou défavorable à l’égard de l’intégration. L’échantillon se compose de 221 enseignants (77 hommes et 144 femmes) de niveau secondaire. Les résultats d’une analyse de régression font ressortir le pouvoir prédictif autant du stress que de la qualité de la relation enseignant-élève sur l’attitude de l’enseignant. L’ajout de variables secondaires (années d’expérience d’enseignement, formation initiale reliée aux élèves présentant des difficultés comportementales, sexe des enseignants) dans le modèle de régression, contribue à l’effet global d’interaction, ce qui suggère leur effet modérateur. Ces résultats témoignent de la nécessité d’agir sur deux fronts à la fois, afin d’améliorer les attitudes des enseignants quant à l’intégration scolaire de ces élèves : sur leur stress à enseigner à ces derniers et sur la qualité de la relation enseignant-élève.
Mots-clés :
- intégration,
- élèves présentant des difficultés comportementales,
- enseignant,
- milieu scolaire,
- secondaire
Abstract
Students with behavioral difficulties are among those with the lowest level of mainstream integration. Several variables specific to teachers are considered to have an impact on the integrative process of these students. This article assesses associations between some of these variables, including teacher stress and the quality of his relationship with the student with behavioral difficulties, in establishing a positive or negative attitude toward their integration. The sample consists of 221 teachers (77 men and 144 women) at the secondary level. Regression analysis highlight the predictive power of both stress and the quality of teacher-student relationship on teachers’ attitude. The addition of secondary variables (length of teaching experience, initial education related to students with behavioral difficulties, teachers’ gender) in the regression model contributes to the overall effect of interaction, suggesting they have a moderating effect. In order to improve teachers’ attitudes towards school integration of these students, these results demonstrate the need to act both on teachers’ stress in teaching them, and on the quality of the teacher-student relationship.
Keywords:
- integration,
- students with behavioral difficulties,
- teacher,
- secondary school
Parties annexes
Bibliographie
- Achilles, G. M., McLaughlin, M. J. et Croninger, R. G. (2007). Sociocultural correlates of disciplinary exclusion among students with emotional, behavioral, and learning disabilities in the SEELS National Dataset. Journal of Emotional and Behavioral Disorders, 15(1), 33-45. doi: 10.1177/10634266070150010401
- Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211.
- Alam, S. (2012). Impact of teachers’ stress on academic performance of public school students. Journal of the Indian Academy of Applied Psychology, 38(1), 156-161.
- Alghazo, E. M. et Naggar Gaad, E. E. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31(2), 94-99. doi: 10.1111/j.0952-3383.2004.00335.x
- Alvarez, H. K. (2007). The impact of teacher preparation on responses to student aggression in the classroom. Teaching and Teacher Education, 23(7), 1113-1126. doi: 10.1016/j.tate.2006.10.001
- American Psychiatric Association (2013). DSM-5TM: Diagnostic and statistical manual of mental disorders (5e éd.). Washington, DC: Auteur. doi: 10.1176/appi.books.9780890425596.
- Ang, R. P. (2005). Development and validation of the teacher-student relationship inventory using exploratory and confirmatory factor analysis. The Journal of Experimental Education, 74(1), 55-74. doi: 10.3200/JEXE.74.1.55-74
- Antoniou, A. S., Polychroni, F. et Kotroni, C. (2009). Working with students with special educational needs in Greece: Teachers’ stressors and coping strategies. International Journal of Special Education, 24(1), 100-111.
- Avramidis, E., Bayliss, P. et Burden, R. (2000). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16(3), 277-293. doi: 10.1016/S0742-051X(99)00062-1
- Avramidis, E. et Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
- Axup, T. et Gersch, I. (2008). The impact of challenging student behaviour upon teachers’ lives in a secondary school: Teachers’ perceptions. British Journal of Special Education, 35(3), 144-151. doi: 10.1111/j.1467-8578.2008.00388.x
- Batsiou, S., Bebetsos, E., Panteli, P. et Antoniou, P. (2008). Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools. International Journal of Inclusive Education, 12(2), 201–219.
- Beaman, R. et Wheldall, K. (2000). Teachers’ use of approval and disapproval in the classroom. Educational Psychology, 20(4), 431-446.
- Bélanger, S. (2003). Identification des attitudes des enseignantes du primaire en lien avec le phénomène de l’inclusion scolaire (Thèse de doctorat inédite). Université du Québec à Trois-Rivières, Trois-Rivières, QC.
- Bergeron, G. et St-Vincent, L. A. (2011). L’intégration scolaire au Québec : regard exploratoire sur les défis de la formation à l’enseignement au primaire et préscolaire. Éducation et francophonie, 39(2), 272-295.
- Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology: An International Journal of Experimental Educational Psychology, 26(4), 519-53.
- Birch, S. H. et Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934–946. doi: 10.1037/0012-1649.34.5.934
- Blacher, J., Baker, B. L. et Eisenhower, A. S. (2009). Student–teacher relationship stability across early school years for children with intellectual disability or typical development. American Journal on Intellectual and Developmental Disabilities, 114(5), 322-339. doi:10.1352 /1944-7558-114.5.322
- Bowen, F. et Desbiens, N. (2004). La prévention de la violence en milieu scolaire au Québec: réflexions sur la recherche et le développement de pratiques efficaces. Éducation et francophonie, 32(1), 69-86.
- Brackenreed, D. (2008). Inclusive education: Identifying teachers’ perceived stressors in inclusive classrooms. Exceptionality Education Canada, 18(3), 131-147.
- Čagran, B. et Schmidt, M. (2011). Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school. Educational Studies, 37(2), 171-195.
- Clunies-Ross, P., Little, E. et Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693-710. doi:10.1080/ 01443410802206700
- Comité syndical européen de l’éducation (CSEE). (2011). Stress lié au travail des enseignant(e)s: Analyse, comparaison et évaluation de l’impact des risques psychosociaux sur les enseignant(e)s sur leur lieu de travail dans l’UE. Bruxelles, Belgique: Auteur.
- Conseil supérieur de l’éducation. (2009). Une école secondaire qui s’adapte aux besoins des jeunes pour soutenir leur réussite; Avis à la ministre de l’Éducation du Loisir et du Sport. Québec, QC: Gouvernement du Québec.
- Cook, B. G. (2001). A comparison of teachers’ attitudes toward included students with mild and severe disabilities. Journal of Special Education, 34(4), 203-213. doi: 10.1177/002246690103400403
- Cook, B. G., Cameron, D. L. et Tankersley, M. (2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. The Journal of Special Education, 40(4), 230-238.
- Cook, B. G., Tankersley, M., Cook, L. et Landrum, T. J. (2000). Teachers’ attitudes toward their included students with disabilities. Exceptional Children, 67(1), 115-135.
- Cornoldi, C., Terreni, A., Scruggs, T. E. et Mastropieri, M. A. (1998). Teacher attitudes in Italy after twenty years of integration. Remedial and Special Education, 19(6), 350-356. doi: 10.1177/074193259801900605
- de Boer, A., Pijl, S. J. et Minnaert, A. (2010). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331-353.
- Decker, M. D., Dona, P. D. et Christenson, S. L. (2007). Behaviorally at-risk African American students: The importance of student-teacher relationships for student outcomes. Journal of School Psychology, 45(1), 83-109. doi: 10.1016/j.jsp.2006.09.004
- Déry, M., Toupin, J., Pauzé, R. et Verlaan, P. (2005). Les caractéristiques d’élèves en difficulté de comportement: placés en classe spéciale ou intégrés en classe ordinaire. Canadian Journal of Education/Revue canadienne de l’éducation, 28(1/2), 1-23. doi: 10.2307/1602151
- Doré, R., Wagner, S., Brunet, J. P. et Bélanger, N. (1999). Intégration scolaire des élèves ayant une incapacité dans les provinces et territoires du Canada. Dans Y. Lenoir, W. Hunter, D. Hodgkinson et A. Dolbec (dir.), Un programme pancanadien de recherche en éducation (p. 233-260). Ottawa, ON: Société canadienne pour l’étude en éducation.
- Drysdale, M. T. B., Williams, A. et Meaney, G. J. (2007). Teachers’ perceptions of integrating students with behaviour disorders: Challenges and strategies. Exceptionality Education Canada, 17(3), 35-59.
- Eisenhower, A. S, Baker, B. L et Blacher, J. (2007). Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence. Journal of School Psychology, 45(4) 363–383.
- Everaert, H. A. et van der Wolf, J. C. (2005, avril). Behaviorally challenging students and teachers stress. Communication présentée au congrès de l’American Educational Research Association, Montréal, Canada.
- Fernet, C., Guay, F., Sénécal, C. et Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525. doi: 10.1016/j.tate.2011.11.013
- Forlin, C. (2001). Inclusion: Identifying potential stressors for regular class teachers. Educational Research, 43(3), 235-245. doi: 10.1080/00131880110081017
- Gaudreau, N. (2011). La gestion des problèmes de comportement en classe inclusive : pratiques efficaces. Éducation et francophonie, 39(2), 122-144. doi: 10.7202/1007731ar
- Gaudreau, L., Legault, F., Brodeur, M., Hurteau, M., Dunberry, A., Séguin, S.P. et Legendre, R. (2008). Rapport d’évaluation de la politique de l’adaptation scolaire. Québec, Qc : Ministère de l’Éducation, du Loisir et du Sport.
- Genoud, P. A., Brodard, F. et Reicherts, M. (2009). Facteurs de stress et burnout chez les enseignants de l’école primaire. Revue européenne de psychologie appliquée, 59(1), 37-45. doi : 10.1016/j.erap.2007.03.001
- Geving, A.M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23(5), 624-640. doi: 10.1016/j.tate.2007.02.006
- Glaubman, R. et Lifshitz, H. (2001). Ultra-orthodox Jewish teachers’ self-efficacy and willingness for inclusion of pupils with special needs. European Journal of Special Needs Education, 16(3), 207-223. doi: 10.1080/08856250110074373
- Greene, R. W., Abidin, R. R. et Kmetz, C. (1997). The index of teaching stress: A measure of student-teacher compatibility. Journal of School Psychology, 35(3), 239-259. doi: 10.1016/S0022-4405(97)00006-X
- Grieve, A. M. (2009). Teachers’ beliefs about inappropriate behaviour: Challenging attitudes? Journal of Research in Special Educational Needs, 9(3), 173-179. doi: 10.1111/j.1471-3802.2009.01130.x
- Hamre, B. K. et Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638.
- Hamre, B. K. et Pianta, R. C. (2004). Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings. Early Childhood Research Quarterly, 19(2), 297-318. doi: 10.1016/j.ecresq.2004.04.006
- Hakanen, J. J., Bakker, A. B. et Shaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513. doi: 10.1016/j.jsp.2005.11.001
- Harmon, C. W. (2009). A qualitative analysis of a teacher support program for educating students with emotional disturbance in an inclusive setting. ProQuest Information & Learning, 69. Récupéré le 25 août 2012 de http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2009-99030-444&site=ehost-live
- Hastings, R. P. et Oakford, S. (2003). Student teachers’ attitudes towards the inclusion of children with special needs. Educational Psychology, 23(1), 87-94.
- Heflin, L. J. et Bullock, L. M. (1999). Inclusion of students with emotional / behavioral disorders: A survey of teachers in general and special education. Preventing School Failure, 43(3), 103-122.
- Hugues, J. A., Cavell, T. A. et Jackson, T. (1999). Influence of the teacher-student relationship on childhood conduct problems: A prospective study. Journal of School Psychology, 28, 173-184.
- IBM Corporation. (2013). Logiciel IBM SPSS Statistics, version 22. Armonk, NY: Auteurs.
- Jeffrey, D. et Sun, F. (2006). Enseignants dans la violence. Québec, QC: Les Presses de l’Université Laval.
- Jepson, E. et Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. British Journal of Educational Psychology, 76(1), 183–197. doi: 10.1348/000709905X37299
- Jordan, A., Schwartz, E. et McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542. doi: 10.1016/j.tate.2009.02.010
- Kalyva, E., Gojkovic, D. et Tsakiris, V. (2007). Serbian teachers’ attitudes towards inclusion. International Journal of Special Education, 22(3), 31-36.
- Karaj, S. et Rapti, E. (2013). Teacher job stress in Albania: Examining the role of students’ classroom disruptive behavior and other factors in the school context. Problems of Education in the 21st Century, 54, 14-21.
- Karsenti, T., Collin, S. et Dumouchel, G. (2009). Pourquoi les nouveaux enseignants quittent-ils la profession? Résultats d’une enquête pancanadienne. Communication présentée au 2e colloque national sur l’insertion professionnelle, Ottawa, Canada. Récupéré de : http://crifpe.ca/colloqueip2009/index.php/programmation/res_libre
- Kauffman, J. M. et Landrum, T. J. (2009). Politics, civil rights, and disproportional identification of students with emotional and behavioral disorders. Exceptionality, 17, 177-188. doi: 10.1080/09362830903231903
- Klassen, R. M. (2010). Teacher stress: The mediating role of collective beliefs. Journal of Educational Research, 103(5), 342-350. doi: 10.1080/00220670 903383069
- Klassen, R. M. et Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. doi: 10.1037/a0019237
- Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. doi: 10.1080/00131910120033628
- Ladd, G. W et Burgess, K. B. (1999). Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school. Child Development, 70(4), 910–929.
- Ladd, G. W. et Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72(5), 1579-1601. doi: 10.1111/1467-8624.00366
- Leflot, G., Van lier, P., Onghena, P. et Colpin, H. (2010). The role of teacher behavior management in the development of disruptive behaviors: An intervention study with the good behavior game. Journal of Abnormal Child Psychology, 38(6), 869-882. doi: 10.1007/s10802-010-9411-4
- Lifshitz, H., Glaubman, R. et Issawi, R. (2004). Attitudes towards inclusion: The case of Israeli and Palestinian regular and special education teachers. European Journal of Special Needs Education, 19(2), 171-190. doi: 10.1080/ 08856250410001678478
- Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-24. doi: 10.1348/000709906X156881
- MacFarlane, K. et Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46-52. doi: 10.1016/j.tate.2012.08.006
- Malmberg, L. E. et Hagger, H. (2009). Changes in student teachers’ agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. British Journal of Educational Psychology, 79(4), 677-694. doi: 10.1348/000709909X454814
- Massé, L., Bégin, J.-Y., Couture, C., Plouffe-Leboeuf, T., Beaulieu-Lessard, M. et Tremblay, J. (2015). Stress des enseignants envers à l’intégration des élèves présentant des troubles du comportement. Éducation et francophonie, XLIII (2), 179-200. Récupéré de : http://www.acelf.ca/c/revue/pdf/EF-43-2-179-MASSE.pdf
- Massé, L., Couture, C., Levesque, V. et Bégin, J.-Y. (2013). Impact of a school consulting program aimed at helping teachers integrate students with behavioural difficulties into secondary school: Actors’ points of view. Emotional and Behavioural Difficulties, 18(3), 327-343.
- Massé, L., Nadeau, M. F., Couture, C., Verret, C. et Lanaris, C. (2015). Aider les enseignants dans l’inclusion scolaire des enfants et des adolescents avec un TDA-H. La nouvelle revue de l’adaptation et de la scolarisation, 68, 85-98.
- McCormick, J. et Barnett, K. (2011). Teachers’ attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278-293.
- Ministère de l’Éducation, de l’Enseignement supérieur et de la Recherche. (2015). Cadre de référence et guide à l’intention du milieu scolaire : L’intervention auprès des élèves ayant des difficultés de comportement. Québec, Qc : Gouvernement du Québec. Repéré à : http://www.education.gouv.qc.ca/fileadmin/site_web/documents/dpse/adaptation_serv_compl/14_00479_cadre_intervention_eleves_difficultes_comportement.pdf
- Ministère de l’Éducation, du Loisir et du Sport. (2007). L’organisation des services éducatifs aux élèves à risque et aux élèves handicapés ou en difficulté d’adaptation ou d’apprentissage (EHDAA. Québec, Qc : Gouvernement du Québec. Récupéré de : http://www.mels.gouv.qc.ca/references/publications/resultats-de-la-recherche/detail/article/lorganisation-des-services-educatifs-aux-eleves-a-risque-et-aux-eleves-handicapes-ou-en-diff/
- Ministère de l’Éducation, du Loisir et du Sport. (2010). Rencontre sur l’intégration des élèves handicapés ou en difficulté, Québec, Qc : Gouvernement du Québec.. Récupéré de : http://www.mels.gouv.qc.ca/sections/publications/publications/EPEPS/Formation_jeunes/Adaptation_scolaire/RencontrePartEduc_DocAppuiReflexion_RencIntegrationElevesHandDiff.pdf.
- Ministère de l’Éducation, du Loisir et du Sport (MÉLS). (2011). Lignes directrices pour l’intégration scolaire des élèves handicapés ou en difficulté d’apprentissage ou d’adaptation. Québec, QC : Gouvernement du Québec.
- Ministère de l’Éducation, du Loisir et du Sport (MÉLS). (2012). Indice de défavorisation 2011-2012. Repéré à : http://www.mels.gouv.qc.ca/fileadmin/site_web/documents/PSG/statistiques_info_decisionnelle/IndicesDefavorisation2011-2012.pdf
- Ministère de l’Éducation nationale (2012). Guide pour la scolarisation des enfants et adolescents handicapés. Récupéré le 23 août 2013 de : http://cache.media.education.gouv.fr/file/Actualite_pedagogique/52/4/Guide_pour_la_scolarisation_des_enfants_et_adolescents_handicapes_211524.pdf.
- Munthe, E. et Thuen, E. (2009). Lower secondary school teachers’ judgements of pupils’ problems. Teachers and Teaching: Theory and Practice, 15(5), 563-578. doi: 10.1080/135406009031 39571
- Murray, C. et Murray, K. M. (2004). Child level correlates of teacher-student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations. Psychology in the Schools, 41(7), 751–762.
- National Center for Education Statistics (NCES) (2010). The condition of education 2010. Récupéré de : http://nces.ed.gov/pubs2010/2010028.
- O’Connor, E. E., Dearing, E. et Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120-162.
- O’Connor, E. et McCartney, K. (2006). Testing associations between young children’s relationships with mothers and teachers. Journal of Educational Psychology, 98(1), 87-98.
- Oliver, R. M. et Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. Washington, DC: National Comprehensive Center for Teacher Quality. Repéré à : http://www.tqsource.org/topics/effectiveClassroomManagement.pdf
- Pang, I. W. (2012). Teacher stress in working with challenging students in Hong Kong. Educational Research for Policy and Practice, 11(2), 119-139.
- Pianta, R. C. (2004). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32(1), 15-31. doi: 10.1016/0022-4405 (94)90026-4
- Poulou, M. et Norwich, B. (2000). Teachers’ causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties. British Journal of Educational Psychology, 70(4), 559-581. doi:10.1348/ 000709900158308
- Randoll, N. (2008). Teachers’ attitudes towards inclusion as linked to teachers’ sense of efficacy (Thèse de doctorat inédit). Université Concordia, Montréal, QC.
- Raver, C. C., Blair, C. et Li-Grinning, C. P. (2012). Extending model of emotional self-regulation to classroom settings: Implications for professional development. Dans C. Howes, B. K. Hamre et R. C. Pianta (dir.), Effective early childhood professional development: Improving teacher practice and child outcomes (p. 113-130). Baltimore, MD: Brookes.
- Roorda, D. L., Koomen, H. M., Spilt, J. L. et Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.
- Roth, G., Assor, A., Kanat-Maymon, Y. et Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761-774.
- Rousseau. N., Massé, L., Bergeron, G., Carignan, S. et Lanaris, C. (2013). L’inclusion et la réintégration scolaire des élèves présentant des troubles du comportement. Dans L. Massé, N. Desbiens et C. Lanaris (dir.), Les troubles du comportement à l’école : prévention, évaluation et intervention (2e éd., p. 133-146). Montréal, Qc : Gaëtan Morin Éditeur.
- Royer, N., Loiselle, J., Dussault, M., Cossette, F. et Daudelin, C. (2001). Le stress des enseignants québécois à diverses étapes de leur carrière. Vie pédagogique (119), 5-8.
- Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R. et Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3(2), 59-69. doi: 10.1007/s12310-011-9051-z
- Scanlon, G. et Barnes-Holmes, Y. (2013). Changing attitudes: Supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education. Emotional and Behavioural Difficulties, 18(4), 374-395. doi: 10.1080/13632752.2013.769710
- Silver, R. B., Measelle, J. R., Armstrong, J. M. et Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition. Journal of School Psychology, 43(1), 39-60. doi: 10.1016/j.jsp.2004.11.003
- Smith, C. R., Katsiyannis, A. et Ryan, J. B. (2011). Challenges of serving students with emotional and behavioral disorders: Legal and policy considerations. Behavioral Disorders, 36(3), 185-194.
- Soodak, L. C., Podell, D. M. et Lehman, L. R. (1998). Teacher, student, and school attributes as predictors of teachers’ responses to inclusion. The Journal of Special Education, 31(4), 480-497.
- Spilt, J. L., Koomen, H. M. et Thijs, J. T. (2011). Teacher well-being: the importance of teacher-student relationships. Educational Psychology Review, 23(4), 457-477. doi: 10.1007/s10648-011-9170-y
- Stoutjesdijk, R., Scholte, E. M. et Swaab, H. (2012). Special needs characteristics of children with emotional and behavioral disorders that affect inclusion in regular education. Journal of Emotional and Behavioral Disorders, 20, 92-104. doi: 0.1177/1063426611421156
- Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J. et Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173–189. doi: 10. 1080/01443410903494460
- Van Reusen, A. K., Shoho, A. R. et Barker, K. S. (2000). High school teacher attitudes toward inclusion. The High School Journal, 84(2), 7-20.
- Vallerand, R.J. (1989). Vers une méthodologie de validation transculturelle de questionnaires psychologiques: implica-tions pour la recherche en langue française. Psychologie Canadienne, 30(4), 662-689.
- Vallerand, R. J. et Hess, U. (2000). Méthodes de recherche en psychologie. Boucherville, QC: Gaëtan Morin Éditeur.
- Villa, R. A., Thousand, J. S., Meyers, H. et Nevin, A. (1996). Teacher and administrator perceptions of heterogeneous education. Exceptional Children, 63(1), 29-45.
- Yoon, J. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality: An International Journal, 30(5), 485-493.
- Yost, D. S., et Mosca, F. J. (2002). Beyond behavior strategies: Using reflection to manage youth in crisis. The Clearinghouse, 75(5), 264-267.
10.7202/1007738ar