Des DOI sont automatiquement ajoutés aux références bibliographiques par Bilbo, l’outil d’annotation bibliographique d’OpenEdition. Ces références bibliographiques peuvent être téléchargées dans les formats APA, Chicago et MLA.
Format
APA
Chicago
MLA
Aldridge, J. (2012). Working with vulnerable groups in social research: dilemmas by default and design. Qualitative Research, 14(1), 112-130. https://doi.org/10.1177/1468794112455041
Algozzine, B., Browder, D., Karvonen, M., Test, D. W., & Wood, W. M. (2001). Effects of Interventions to Promote Self-Determination for Individuals With Disabilities. Review of Educational Research, 71(2), 219-277. https://doi.org/10.3102/00346543071002219
Almack, K., Clegg, J., & Murphy, E. (2009). Parental negotiations of the moral terrain of risk in relation to young people with intellectual disabilities. Journal of Community &Amp; Applied Social Psychology, 19(4), 286-298. https://doi.org/10.1002/casp.992
Antaki, C., Finlay, W., Walton, C., & Pate, L. (2008). Offering choices to people with intellectual disabilities: an interactional study. Journal of Intellectual Disability Research, 52(12), 1165-1175. https://doi.org/10.1111/j.1365-2788.2008.01101.x
Antoine, P., & Smith, J. (2017). Saisir l’expérience : présentation de l’analyse phénoménologique interprétative comme méthodologie qualitative en psychologie. Psychologie Française, 62(4), 373-385. https://doi.org/10.1016/j.psfr.2016.04.001
Barbour, R., & Kitzinger, J. (1999). Developing Focus Group Research (1–). SAGE Publications Ltd. https://doi.org/10.4135/9781849208857
BARR, O., McCONKEY, R., & McCONAGHIE, J. (2003). Views of People with Learning Difficulties about Current and Future Accommodation: The use of focus groups to promote discussion. Disability &Amp; Society, 18(5), 577-597. https://doi.org/10.1080/0968759032000097834
Bergstrom, N. (2008). The gap between discovery and practice implementation in evidence-based practice. International Journal of Evidence-Based Healthcare, 6(2), 135-136. https://doi.org/10.1097/01258363-200806000-00001
Bernoussi, M., & Florin, A. (1995). La notion de représentation : de la psychologie générale à la psychologie sociale et la psychologie du développement. Enfance, 48(1), 71-87. https://doi.org/10.3406/enfan.1995.2115
Blais, M., & Martineau, S. (2006). L’analyse inductive générale :
description d’une démarche visant à donner un sens
à des données brutes. In Recherches qualitatives (Vols. 26, Issues 2, p. 1). Consortium Erudit. https://doi.org/10.7202/1085369ar
Boisvert, Y. , M.A. en ps. (2010). Déficience intellectuelle et résilience. In Intervention (Vols. 22, Issue 1-2, pp. 99-107). Consortium Erudit. https://doi.org/10.7202/045034ar
Bradshaw, J. (2001). Complexity of staff communication and reported level of understanding skills in adults with intellectual disability. Journal of Intellectual Disability Research, 45(3), 233-243. https://doi.org/10.1046/j.1365-2788.2001.00318.x
Branding, D., Bates, P., & Miner, C. (2009). Perceptions of self-determination by special education and rehabilitation practitioners based on viewing a self-directed IEP versus an external-directed IEP meeting. Research in Developmental Disabilities, 30(4), 755-762. https://doi.org/10.1016/j.ridd.2008.10.006
Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K., & Machalicek, W. (2013). Parent Assessments of Self-determination Importance and Performance for Students with Autism or Intellectual Disability. American Journal on Intellectual and Developmental Disabilities, 118(1), 16-31. https://doi.org/10.1352/1944-7558-118.1.16
Carter, E. W., Owens, L., Trainor, A. A., Sun, Y., & Swedeen, B. (2009). Self-Determination Skills and Opportunities of Adolescents With Severe Intellectual and Developmental Disabilities. American Journal on Intellectual and Developmental Disabilities, 114(3), 179-192. https://doi.org/10.1352/1944-7558-114.3.179
Cho, H.-J., Wehmeyer, M., & Kingston, N. (2010). Elementary Teachers’ Knowledge and Use of Interventions and Barriers to Promoting Student Self-Determination. The Journal of Special Education, 45(3), 149-156. https://doi.org/10.1177/0022466910362588
Cooper, K. J., & Browder, D. M. (2001). Preparing staff to enhance active participation of adults with severe disabilities by offering choice and prompting performance during a community purchasing activity. Research in Developmental Disabilities, 22(1), 1-20. https://doi.org/10.1016/s0891-4222(00)00065-2
Cooper, S.-A., Smiley, E., Morrison, J., Williamson, A., & Allan, L. (2007). Mental ill-health in adults with intellectual disabilities: prevalence and associated factors. British Journal of Psychiatry, 190(1), 27-35. https://doi.org/10.1192/bjp.bp.106.022483
Cudré‐Mauroux, A., Piérart, G., & Vaucher, C. (2019). The importance of the relational needs of people with learning disabilities in the promotion of self‐determination. British Journal of Learning Disabilities, 47(3), 174-180. https://doi.org/10.1111/bld.12268
Cudré-Mauroux, A., Piérart, G., & Vaucher, C. (2020). Partnership with social care professionals as a context for promoting self-determination among people with intellectual disabilities. In Research in Developmental Disabilities (Vols. 99, p. 103602). Elsevier BV. https://doi.org/10.1016/j.ridd.2020.103602
Finlay, W. M. L., & Lyons, E. (2002). Acquiescence in Interviews With People Who Have Mental Retardation. Mental Retardation, 40(1), 14-29. https://doi.org/10.1352/0047-6765(2002)040<0014:aiiwpw>2.0.co;2
Fraser, M., & Fraser, A. (2001). Are people with learning disabilities able to contribute to focus groups on health promotion?. Journal of Advanced Nursing, 33(2), 225-233. https://doi.org/10.1046/j.1365-2648.2001.01657.x
Garaigordobil, M., & Pérez, J. I. (2007). Self-Concept, Self-Esteem and Psychopathological Symptoms in Persons with Intellectual Disability. The Spanish Journal of Psychology, 10(1), 141-150. https://doi.org/10.1017/s1138741600006405
Gates, B., & Waight, M. (2007). Reflections on conducting focus groups with people with learning disabilities. Journal of Research in Nursing, 12(2), 111-126. https://doi.org/10.1177/1744987106075617
Gilson, S. F., & Depoy, E. (2004). A Model of Self-Determination. In Journal of Social Work in Disability &amp; Rehabilitation (Vols. 3, Issues 4, pp. 3-17). Informa UK Limited. https://doi.org/10.1300/j198v03n04_02
Goodley, D., & Moore, M. (2000). Doing Disability Research: Activist lives and the academy. Disability &Amp; Society, 15(6), 861-882. https://doi.org/10.1080/713662013
Guillemette, F., & Boisvert, D. (2022). L’entrevue de recherche qualitative avec
des adultes présentant une déficience
intellectuelle. In Recherches qualitatives (Vols. 23, pp. 15-26). Consortium Erudit. https://doi.org/10.7202/1085577ar
Harris, J. (2003). Time to make up your mind: why choosing is difficult. British Journal of Learning Disabilities, 31(1), 3-8. https://doi.org/10.1046/j.1468-3156.2003.00181.x
Hatton, C. (1998). Pragmatic language skills in people with intellectual disabilities: A review. Journal of Intellectual &Amp; Developmental Disability, 23(1), 79-100. https://doi.org/10.1080/13668259800033601
Jahoda, A., & Markova, I. (2004). Coping with social stigma: people with intellectual disabilities moving from institutions and family home. Journal of Intellectual Disability Research, 48(8), 719-729. https://doi.org/10.1111/j.1365-2788.2003.00561.x
Jingree, T., Finlay, W., & Antaki, C. (2006). Empowering words, disempowering actions: an analysis of interactions between staff members and people with learning disabilities in residents’ meetings. Journal of Intellectual Disability Research, 50(3), 212-226. https://doi.org/10.1111/j.1365-2788.2005.00771.x
Jurkowski, J. M. (2008). Photovoice as Participatory Action Research Tool for Engaging People With Intellectual Disabilities in Research and Program Development. Intellectual and Developmental Disabilities, 46(1), 1-11. https://doi.org/10.1352/0047-6765(2008)46[1:papart]2.0.co;2
Kiernan, C. (1999). Participation in Research by People with Learning Disability: Origins and Issues. British Journal of Learning Disabilities, 27(2), 43-47. https://doi.org/10.1111/j.1468-3156.1999.tb00084.x
Laloux, F. (2015). Reinventing Organizations (1–). Vahlen. https://doi.org/10.15358/9783800649143
Lecomte, J. (2005). Les caractéristiques des tuteurs de résilience. In Recherche en soins infirmiers: Vol. N° 82 (Issues 3, p. 22). CAIRN. https://doi.org/10.3917/rsi.082.0022
Lennox, N., Taylor, M., Rey-Conde, T., Bain, C., Purdie, D. M., & Boyle, F. (2005). Beating the barriers: recruitment of people with intellectual disability to participate in research. Journal of Intellectual Disability Research, 49(4), 296-305. https://doi.org/10.1111/j.1365-2788.2005.00618.x
Libois, J. (2013). La part sensible de l’acte (1–). Editions IES. https://doi.org/10.26530/oapen_578318
Llewellyn, P., & Northway, R. (2008). The views and experiences of people with intellectual disabilities concerning advocacy. Journal of Intellectual Disabilities, 12(3), 213-228. https://doi.org/10.1177/1744629508095726
Marquis, R., & Jackson, R. (2000). Quality of Life and Quality of Service Relationships: Experiences of people with disabilities. Disability &Amp; Society, 15(3), 411-425. https://doi.org/10.1080/713661967
McConkey, R., & Collins, S. (2010). The role of support staff in promoting the social inclusion of persons with an intellectual disability. Journal of Intellectual Disability Research, 54(8), 691-700. https://doi.org/10.1111/j.1365-2788.2010.01295.x
McConkey, R., Morris, I., & Purcell, M. (1999). Communications between staff and adults with intellectual disabilities in naturally occurring settings. Journal of Intellectual Disability Research, 43(3), 194-205. https://doi.org/10.1046/j.1365-2788.1999.00191.x
McDonald, K. E., Keys, C. B., & Henry, D. B. (2008). Gatekeepers of Science: Attitudes Toward the Research Participation of Adults With Intellectual Disability. American Journal on Mental Retardation, 113(6), 466-478. https://doi.org/10.1352/2008.113:466-478
Overmars-Marx, T., Thomése, F., & Moonen, X. (2017). Photovoice in research involving people with intellectual disabilities: A guided photovoice approach as an alternative. Journal of Applied Research in Intellectual Disabilities, 31(1), e92-e104. https://doi.org/10.1111/jar.12329
Palmer, S. B., & Wehmeyer, M. L. (1998). Students’ Expectations of the Future: Hopelessness as a Barrier to Self-Determination. Mental Retardation, 36(2), 128-136. https://doi.org/10.1352/0047-6765(1998)036<0128:seotfh>2.0.co;2
Pilnick, A., Clegg, J., Murphy, E., & Almack, K. (2010). Questioning the answer: questioning style, choice and self-determination in interactions with young people with intellectual disabilities*. Sociology of Health &Amp; Illness, 32(3), 415-436. https://doi.org/10.1111/j.1467-9566.2009.01223.x
Puchta, C., & Potter, J. (2004). Focus Group Practice (1–). SAGE Publications Ltd. https://doi.org/10.4135/9781849209168
Rascle, N., Bruchon-Schweitzer, M., & Sarason, I. G. (2005). Short Form of Sarason’s Social Support Questionnaire: French Adaptation and Validation. Psychological Reports, 97(1), 195-202. https://doi.org/10.2466/pr0.97.1.195-202
Rousseau, N., Deslandes, R., & Fournier, H. (2010). La relation de confiance maître-élève : perception d’élèves ayant des difficultés scolaires. In Articles (Vols. 44, Issues 2, pp. 193-211). Consortium Erudit. https://doi.org/10.7202/039032ar
Saaltink, R., MacKinnon, G., Owen, F., & Tardif-Williams, C. (2012). Protection, participation and protection through participation: young people with intellectual disabilities and decision making in the family context. Journal of Intellectual Disability Research, 56(11), 1076-1086. https://doi.org/10.1111/j.1365-2788.2012.01649.x
Schalock, R. L. (2015). Intellectual Disability. In The Encyclopedia of Clinical Psychology (1–, pp. 1-7). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118625392.wbecp062
Shogren, K. A. (2013). A Social–Ecological Analysis of the Self-Determination Literature. Intellectual and Developmental Disabilities, 51(6), 496-511. https://doi.org/10.1352/1934-9556-51.6.496
Shogren, K. A., & Broussard, R. (2011). Exploring the Perceptions of Self-Determination of Individuals With Intellectual Disability. Intellectual and Developmental Disabilities, 49(2), 86-102. https://doi.org/10.1352/1934-9556-49.2.86
Soresi, S., Nota, L., & Wehmeyer, M. L. (2011). Community involvement in promoting inclusion, participation and self‐determination. International Journal of Inclusive Education, 15(1), 15-28. https://doi.org/10.1080/13603116.2010.496189
Stancliffe, R. J. (1997). Community Living-Unit Size, Staff Presence, and Residents’ Choice-Making. Mental Retardation, 35(1), 1-9. https://doi.org/10.1352/0047-6765(1997)035<0001:clsspa>2.0.co;2
Stancliffe, R. J. (2001). Living with support in the community: Predictors of choice and self-determination. In Mental Retardation and Developmental Disabilities Research Reviews (Vols. 7, Issues 2, pp. 91-98). Wiley. https://doi.org/10.1002/mrdd.1013
Tétreault, S. (2014). Focus groupe. In Guide pratique de recherche en réadaptation (1–, pp. 327-343). De Boeck Supérieur. https://doi.org/10.3917/dbu.guill.2014.01.0327
Thoma, C. A., Pannozzo, G. M., Fritton, S. C., & Bartholomew, C. C. (2008). A Qualitative Study of Preservice Teachers’ Understanding of Self-Determination for Students With Significant Disabilities. Career Development for Exceptional Individuals, 31(2), 94-105. https://doi.org/10.1177/0885728808317444
Tøssebro, J., Bonfils, I. S., Teittinen, A., Tideman, M., Traustadóttir, R., & Vesala, H. T. (2012). Normalization Fifty Years Beyond-Current Trends in the Nordic Countries. Journal of Policy and Practice in Intellectual Disabilities, 9(2), 134-146. https://doi.org/10.1111/j.1741-1130.2012.00340.x
Trainor, A. A. (2005). Self-Determination Perceptions and Behaviors of Diverse Students with LD During the Transition Planning Process. Journal of Learning Disabilities, 38(3), 233-249. https://doi.org/10.1177/00222194050380030501
Trainor, A. A. (2007). Perceptions of Adolescent Girls with LD Regarding Self-Determination and Postsecondary Transition Planning. Learning Disability Quarterly, 30(1), 31. https://doi.org/10.2307/30035514
Vasey, M. W., & Dadds, M. R. (Eds.). (2001). The Developmental Psychopathology of Anxiety (1–). Oxford University Press. https://doi.org/10.1093/med:psych/9780195123630.001.0001
Vaucher, C., Cudré-Mauroux, A., & Piérart, G. (2019). Perceptions and understandings of self-determination in the context of relationships between people with intellectual disabilities and social care professionals. In International Journal of Developmental Disabilities (Vols. 67, Issues 2, pp. 121-130). Informa UK Limited. https://doi.org/10.1080/20473869.2019.1623595
Vaucher, C., Cudré-Mauroux, A., & Piérart, G. (2020). Environmental, Personal, and Relational Barriers and Facilitators to Self-Determination among Adults with Intellectual Disabilities. In Scandinavian Journal of Disability Research (Vols. 22, Issue 1, pp. 97-107). Stockholm University Press. https://doi.org/10.16993/sjdr.624
Walmsley, J. (2001). Normalisation, Emancipatory Research and Inclusive Research in Learning Disability. Disability &Amp; Society, 16(2), 187-205. https://doi.org/10.1080/09687590120035807
Walker, H. M., Calkins, C., Wehmeyer, M. L., Walker, L., Bacon, A., Palmer, S. B., Jesien, G. S., Nygren, M. A., Heller, T., Gotto, G. S., Abery, B. H., & Johnson, D. R. (2011). A Social-Ecological Approach to Promote Self-Determination. Exceptionality, 19(1), 6-18. https://doi.org/10.1080/09362835.2011.537220
Wehmeyer, M. L., & Abery, B. H. (2013). Self-Determination and Choice. Intellectual and Developmental Disabilities, 51(5), 399-411. https://doi.org/10.1352/1934-9556-51.5.399
Wehmeyer, M. L., & Bolding, N. (2001). Enhanced self-determination of adults with intellectual disability as an outcome of moving to community-based work or living environments. Journal of Intellectual Disability Research, 45(5), 371-383. https://doi.org/10.1046/j.1365-2788.2001.00342.x
Wehmeyer, M. L., & Kelchner, K. (1995). Measuring the Autonomy of Adolescents and Adults with Mental Retardation : A Self-Report Form of the Autonomous Functioning Checklist. Career Development for Exceptional Individuals, 18(1), 3-20. https://doi.org/10.1177/088572889501800102
Whitaker, S. (2001). ANGER CONTROL FOR PEOPLE WITH LEARNING DISABILITIES: A CRITICAL REVIEW. Behavioural and Cognitive Psychotherapy, 29(3), 277-293. https://doi.org/10.1017/s1352465801003022
Wong, P. K. S., & Wong, D. F. K. (2008). Enhancing staff attitudes, knowledge and skills in supporting the self-determination of adults with intellectual disability in residential settings in Hong Kong: a pretest–posttest comparison group design. In Journal of Intellectual Disability Research (Vols. 52, Issues 3, pp. 230-243). Wiley. https://doi.org/10.1111/j.1365-2788.2007.01014.x
Aldridge, Jo. “Working With Vulnerable Groups in Social Research: Dilemmas by Default and Design”. Qualitative Research 14, no. 1 (August 22, 2012): 112-30. https://doi.org/10.1177/1468794112455041.
Algozzine, Bob, Diane Browder, Meagan Karvonen, David W. Test, and Wendy M. Wood. “Effects of Interventions to Promote Self-Determination for Individuals With Disabilities”. Review of Educational Research 71, no. 2 (June 2001): 219-77. https://doi.org/10.3102/00346543071002219.
Almack, Kathryn, Jennifer Clegg, and Elizabeth Murphy. “Parental Negotiations of the Moral Terrain of Risk in Relation to Young People With Intellectual Disabilities”. Journal of Community &Amp; Applied Social Psychology 19, no. 4 (July 2009): 286-98. https://doi.org/10.1002/casp.992.
Antaki, C., W. Finlay, C. Walton, and L. Pate. “Offering Choices to People With Intellectual Disabilities: An Interactional Study”. Journal of Intellectual Disability Research 52, no. 12 (December 2008): 1165-75. https://doi.org/10.1111/j.1365-2788.2008.01101.x.
Antoine, P., and J.A. Smith. “Saisir l’expérience : présentation de l’analyse phénoménologique interprétative comme méthodologie qualitative en psychologie”. Psychologie Française 62, no. 4 (December 2017): 373-85. https://doi.org/10.1016/j.psfr.2016.04.001.
Barbour, Rosaline, and Jenny Kitzinger. Developing Focus Group Research. []. SAGE Publications Ltd, 1999. https://doi.org/10.4135/9781849208857.
BARR, OWEN, ROY McCONKEY, and JAYNE McCONAGHIE. “Views of People With Learning Difficulties about Current and Future Accommodation: The Use of Focus Groups to Promote Discussion”. Disability &Amp; Society 18, no. 5 (August 2003): 577-97. https://doi.org/10.1080/0968759032000097834.
Bergstrom, Nancy. “The Gap Between Discovery and Practice Implementation in Evidence-Based Practice”. International Journal of Evidence-Based Healthcare 6, no. 2 (June 2008): 135-36. https://doi.org/10.1097/01258363-200806000-00001.
Bernoussi, Mohamed, and Agnès Florin. “La notion de représentation : de la psychologie générale à la psychologie sociale et la psychologie du développement”. Enfance 48, no. 1 (1995): 71-87. https://doi.org/10.3406/enfan.1995.2115.
Blais, Mireille, and Stéphane Martineau. “L’analyse inductive générale :
description d’une démarche visant à donner un sens
à des données brutes”. Recherches qualitatives. Consortium Erudit, 2006. https://doi.org/10.7202/1085369ar.
Boisvert, Yves, M.A. en ps. “Déficience Intellectuelle Et résilience”. Intervention. Consortium Erudit, December 1, 2010. https://doi.org/10.7202/045034ar.
Bradshaw, J. “Complexity of Staff Communication and Reported Level of Understanding Skills in Adults With Intellectual Disability”. Journal of Intellectual Disability Research 45, no. 3 (June 2001): 233-43. https://doi.org/10.1046/j.1365-2788.2001.00318.x.
Branding, Dave, Paul Bates, and Craig Miner. “Perceptions of Self-Determination by Special Education and Rehabilitation Practitioners Based on Viewing a Self-Directed IEP Versus an External-Directed IEP Meeting”. Research in Developmental Disabilities 30, no. 4 (July 2009): 755-62. https://doi.org/10.1016/j.ridd.2008.10.006.
Carter, Erik W., Kathleen Lynne Lane, Molly Cooney, Katherine Weir, Colleen K. Moss, and Wendy Machalicek. “Parent Assessments of Self-Determination Importance and Performance for Students With Autism or Intellectual Disability”. American Journal on Intellectual and Developmental Disabilities 118, no. 1 (January 1, 2013): 16-31. https://doi.org/10.1352/1944-7558-118.1.16.
Carter, Erik W., Laura Owens, Audrey A. Trainor, Ye Sun, and Beth Swedeen. “Self-Determination Skills and Opportunities of Adolescents With Severe Intellectual and Developmental Disabilities”. Edited by Eric Emerson. American Journal on Intellectual and Developmental Disabilities 114, no. 3 (May 1, 2009): 179-92. https://doi.org/10.1352/1944-7558-114.3.179.
Cho, Hyun-Jeong, Michael Wehmeyer, and Neal Kingston. “Elementary Teachers’ Knowledge and Use of Interventions and Barriers to Promoting Student Self-Determination”. The Journal of Special Education 45, no. 3 (March 16, 2010): 149-56. https://doi.org/10.1177/0022466910362588.
Cooper, Karena J, and Diane M Browder. “Preparing Staff to Enhance Active Participation of Adults With Severe Disabilities by Offering Choice and Prompting Performance During a Community Purchasing Activity”. Research in Developmental Disabilities 22, no. 1 (January 2001): 1-20. https://doi.org/10.1016/s0891-4222(00)00065-2.
Cooper, Sally-Ann, Elita Smiley, Jillian Morrison, Andrew Williamson, and Linda Allan. “Mental Ill-Health in Adults With Intellectual Disabilities: Prevalence and Associated Factors”. British Journal of Psychiatry 190, no. 1 (January 2007): 27-35. https://doi.org/10.1192/bjp.bp.106.022483.
Cudré‐Mauroux, Annick, Geneviève Piérart, and Carla Vaucher. “The Importance of the Relational Needs of People With Learning Disabilities in the Promotion of self‐determination”. British Journal of Learning Disabilities 47, no. 3 (April 19, 2019): 174-80. https://doi.org/10.1111/bld.12268.
Cudré-Mauroux, Annick, Geneviève Piérart, and Carla Vaucher. “Partnership With Social Care Professionals As a Context for Promoting Self-Determination Among People With Intellectual Disabilities”. Research in Developmental Disabilities. Elsevier BV, April 2020. https://doi.org/10.1016/j.ridd.2020.103602.
Finlay, W. M. L., and E. Lyons. “Acquiescence in Interviews With People Who Have Mental Retardation”. Mental Retardation 40, no. 1 (February 2002): 14-29. https://doi.org/10.1352/0047-6765(2002)040<0014:aiiwpw>2.0.co;2.
Fraser, Mary, and Anne Fraser. “Are People With Learning Disabilities Able to Contribute to Focus Groups on Health Promotion?”. Journal of Advanced Nursing 33, no. 2 (January 26, 2001): 225-33. https://doi.org/10.1046/j.1365-2648.2001.01657.x.
Garaigordobil, Maite, and José Ignacio Pérez. “Self-Concept, Self-Esteem and Psychopathological Symptoms in Persons With Intellectual Disability”. The Spanish Journal of Psychology 10, no. 1 (May 2007): 141-50. https://doi.org/10.1017/s1138741600006405.
Gates, Bob, and Mary Waight. “Reflections on Conducting Focus Groups With People With Learning Disabilities”. Journal of Research in Nursing 12, no. 2 (March 2007): 111-26. https://doi.org/10.1177/1744987106075617.
Gilson, Stephen French, and Elizabeth Depoy. “A Model of Self-Determination”. Journal of Social Work in Disability &Amp; Rehabilitation. Informa UK Limited, November 29, 2004. https://doi.org/10.1300/j198v03n04_02.
Goodley, Dan, and Michele Moore. “Doing Disability Research: Activist Lives and the Academy”. Disability &Amp; Society 15, no. 6 (October 2000): 861-82. https://doi.org/10.1080/713662013.
Guillemette, François, and Daniel Boisvert. “L’entrevue De Recherche Qualitative Avec Des Adultes présentant Une déficience Intellectuelle”. Recherches Qualitatives. Consortium Erudit, January 28, 2022. https://doi.org/10.7202/1085577ar.
Harris, John. “Time to Make up Your Mind: Why Choosing Is Difficult”. British Journal of Learning Disabilities 31, no. 1 (March 2003): 3-8. https://doi.org/10.1046/j.1468-3156.2003.00181.x.
Hatton, Chris. “Pragmatic Language Skills in People With Intellectual Disabilities: A Review”. Journal of Intellectual &Amp; Developmental Disability 23, no. 1 (January 1998): 79-100. https://doi.org/10.1080/13668259800033601.
Jahoda, A., and I. Markova. “Coping With Social Stigma: People With Intellectual Disabilities Moving from Institutions and Family Home”. Journal of Intellectual Disability Research 48, no. 8 (November 2004): 719-29. https://doi.org/10.1111/j.1365-2788.2003.00561.x.
Jingree, T., W.M.L. Finlay, and C. Antaki. “Empowering Words, Disempowering Actions: An Analysis of Interactions Between Staff Members and People With Learning Disabilities in residents’ Meetings”. Journal of Intellectual Disability Research 50, no. 3 (March 2006): 212-26. https://doi.org/10.1111/j.1365-2788.2005.00771.x.
Jurkowski, Janine M. “Photovoice As Participatory Action Research Tool for Engaging People With Intellectual Disabilities in Research and Program Development”. Edited by Philip Ferguson. Intellectual and Developmental Disabilities 46, no. 1 (February 2008): 1-11. https://doi.org/10.1352/0047-6765(2008)46[1:papart]2.0.co;2.
Kiernan, Chris. “Participation in Research by People With Learning Disability: Origins and Issues”. British Journal of Learning Disabilities 27, no. 2 (June 1999): 43-47. https://doi.org/10.1111/j.1468-3156.1999.tb00084.x.
Lecomte, Jacques. “Les caractéristiques des tuteurs de résilience”. Recherche en soins infirmiers. CAIRN, 2005. https://doi.org/10.3917/rsi.082.0022.
Lennox, N., M. Taylor, T. Rey-Conde, C. Bain, D. M. Purdie, and F. Boyle. “Beating the Barriers: Recruitment of People With Intellectual Disability to Participate in Research”. Journal of Intellectual Disability Research 49, no. 4 (April 2005): 296-305. https://doi.org/10.1111/j.1365-2788.2005.00618.x.
Libois, Joëlle. “La Part Sensible De l’acte”. []. Editions IES, 2013. https://doi.org/10.26530/oapen_578318.
Llewellyn, Penny, and Ruth Northway. “The Views and Experiences of People With Intellectual Disabilities Concerning Advocacy”. Journal of Intellectual Disabilities 12, no. 3 (September 2008): 213-28. https://doi.org/10.1177/1744629508095726.
Marquis, Ruth, and Robert Jackson. “Quality of Life and Quality of Service Relationships: Experiences of People With Disabilities”. Disability &Amp; Society 15, no. 3 (May 2000): 411-25. https://doi.org/10.1080/713661967.
McConkey, R., and S. Collins. “The Role of Support Staff in Promoting the Social Inclusion of Persons With an Intellectual Disability”. Journal of Intellectual Disability Research 54, no. 8 (July 15, 2010): 691-700. https://doi.org/10.1111/j.1365-2788.2010.01295.x.
McConkey, R., I. Morris, and M. Purcell. “Communications Between Staff and Adults With Intellectual Disabilities in Naturally Occurring Settings”. Journal of Intellectual Disability Research 43, no. 3 (June 1999): 194-205. https://doi.org/10.1046/j.1365-2788.1999.00191.x.
McDonald, Katherine E., Christopher B. Keys, and David B. Henry. “Gatekeepers of Science: Attitudes Toward the Research Participation of Adults With Intellectual Disability”. Edited by William E. MacLean, Jr. American Journal on Mental Retardation 113, no. 6 (November 1, 2008): 466-78. https://doi.org/10.1352/2008.113:466-478.
Overmars-Marx, Tessa, Fleur Thomése, and Xavier Moonen. “Photovoice in Research Involving People With Intellectual Disabilities: A Guided Photovoice Approach As an Alternative”. Journal of Applied Research in Intellectual Disabilities 31, no. 1 (January 24, 2017): e92-e104. https://doi.org/10.1111/jar.12329.
Palmer, Susan B., and Michael L. Wehmeyer. “Students’ Expectations of the Future: Hopelessness As a Barrier to Self-Determination”. Mental Retardation 36, no. 2 (April 1998): 128-36. https://doi.org/10.1352/0047-6765(1998)036<0128:seotfh>2.0.co;2.
Pilnick, Alison, Jennifer Clegg, Elizabeth Murphy, and Kathryn Almack. “Questioning the Answer: Questioning Style, Choice and Self-Determination in Interactions With Young People With Intellectual Disabilities*”. Sociology of Health &Amp; Illness 32, no. 3 (March 2010): 415-36. https://doi.org/10.1111/j.1467-9566.2009.01223.x.
Puchta, Claudia, and Jonathan Potter. “Focus Group Practice”. []. SAGE Publications Ltd, 2004. https://doi.org/10.4135/9781849209168.
Rascle, Nicole, Marilou Bruchon-Schweitzer, and Irwin G. Sarason. “Short Form of Sarason’s Social Support Questionnaire: French Adaptation and Validation”. Psychological Reports 97, no. 1 (August 2005): 195-202. https://doi.org/10.2466/pr0.97.1.195-202.
Rousseau, Nadia, Rollande Deslandes, and Hélène Fournier. “La Relation De Confiance maître-élève : Perception d’élèves Ayant Des difficultés Scolaires”. Articles. Consortium Erudit, February 2, 2010. https://doi.org/10.7202/039032ar.
Saaltink, R., G. MacKinnon, F. Owen, and C. Tardif-Williams. “Protection, Participation and Protection through Participation: Young People With Intellectual Disabilities and Decision Making in the Family Context”. Journal of Intellectual Disability Research 56, no. 11 (October 29, 2012): 1076-86. https://doi.org/10.1111/j.1365-2788.2012.01649.x.
Schalock, Robert L. “Intellectual Disability”. The Encyclopedia of Clinical Psychology. John Wiley & Sons, Inc, January 23, 2015. https://doi.org/10.1002/9781118625392.wbecp062.
Shogren, Karrie A. “A Social–Ecological Analysis of the Self-Determination Literature”. Intellectual and Developmental Disabilities 51, no. 6 (December 1, 2013): 496-511. https://doi.org/10.1352/1934-9556-51.6.496.
Shogren, Karrie A, and Ricky Broussard. “Exploring the Perceptions of Self-Determination of Individuals With Intellectual Disability”. Intellectual and Developmental Disabilities 49, no. 2 (April 1, 2011): 86-102. https://doi.org/10.1352/1934-9556-49.2.86.
Soresi, Salvatore, Laura Nota, and Michael L. Wehmeyer. “Community Involvement in Promoting Inclusion, Participation and self‐determination”. International Journal of Inclusive Education 15, no. 1 (February 2011): 15-28. https://doi.org/10.1080/13603116.2010.496189.
Stancliffe, Roger J. “Community Living-Unit Size, Staff Presence, and Residents’ Choice-Making”. Mental Retardation 35, no. 1 (February 1997): 1-9. https://doi.org/10.1352/0047-6765(1997)035<0001:clsspa>2.0.co;2.
Stancliffe, Roger J. “Living With Support in the Community: Predictors of Choice and Self-Determination”. Mental Retardation and Developmental Disabilities Research Reviews. Wiley, 2001. https://doi.org/10.1002/mrdd.1013.
Tétreault, Sylvie. “Focus Groupe”. Guide Pratique De Recherche En réadaptation. De Boeck Supérieur, June 27, 2014. https://doi.org/10.3917/dbu.guill.2014.01.0327.
Thoma, Colleen A., Gina M. Pannozzo, Sandra C. Fritton, and Christina C. Bartholomew. “A Qualitative Study of Preservice Teachers’ Understanding of Self-Determination for Students With Significant Disabilities”. Career Development for Exceptional Individuals 31, no. 2 (April 28, 2008): 94-105. https://doi.org/10.1177/0885728808317444.
Tøssebro, Jan, Inge S. Bonfils, Antti Teittinen, Magnus Tideman, Rannveig Traustadóttir, and Hannu T. Vesala. “Normalization Fifty Years Beyond-Current Trends in the Nordic Countries”. Journal of Policy and Practice in Intellectual Disabilities 9, no. 2 (June 2012): 134-46. https://doi.org/10.1111/j.1741-1130.2012.00340.x.
Trainor, Audrey A. “Self-Determination Perceptions and Behaviors of Diverse Students With LD During the Transition Planning Process”. Journal of Learning Disabilities 38, no. 3 (May 2005): 233-49. https://doi.org/10.1177/00222194050380030501.
Trainor, Audrey A. “Perceptions of Adolescent Girls With LD Regarding Self-Determination and Postsecondary Transition Planning”. Learning Disability Quarterly 30, no. 1 (December 1, 2007): 31. https://doi.org/10.2307/30035514.
Vasey, Michael W., and Mark R. Dadds, eds. The Developmental Psychopathology of Anxiety. []. Oxford University Press, 2001. https://doi.org/10.1093/med:psych/9780195123630.001.0001.
Vaucher, Carla, Annick Cudré-Mauroux, and Geneviève Piérart. “Perceptions and Understandings of Self-Determination in the Context of Relationships Between People With Intellectual Disabilities and Social Care Professionals”. International Journal of Developmental Disabilities. Informa UK Limited, June 17, 2019. https://doi.org/10.1080/20473869.2019.1623595.
Vaucher, Carla, Annick Cudré-Mauroux, and Geneviève Piérart. “Environmental, Personal, and Relational Barriers and Facilitators to Self-Determination Among Adults With Intellectual Disabilities”. Scandinavian Journal of Disability Research. Stockholm University Press, 2020. https://doi.org/10.16993/sjdr.624.
Walmsley, Jan. “Normalisation, Emancipatory Research and Inclusive Research in Learning Disability”. Disability &Amp; Society 16, no. 2 (March 2001): 187-205. https://doi.org/10.1080/09687590120035807.
Walker, Hill M., Carl Calkins, Michael L. Wehmeyer, Laura Walker, Ansley Bacon, Susan B. Palmer, George S. Jesien, et al. “A Social-Ecological Approach to Promote Self-Determination”. Exceptionality 19, no. 1 (January 28, 2011): 6-18. https://doi.org/10.1080/09362835.2011.537220.
Wehmeyer, Michael L., and Brian H. Abery. “Self-Determination and Choice”. Intellectual and Developmental Disabilities 51, no. 5 (October 1, 2013): 399-411. https://doi.org/10.1352/1934-9556-51.5.399.
Wehmeyer, M. L., and N. Bolding. “Enhanced Self-Determination of Adults With Intellectual Disability As an Outcome of Moving to Community-Based Work or Living Environments”. Journal of Intellectual Disability Research 45, no. 5 (October 2001): 371-83. https://doi.org/10.1046/j.1365-2788.2001.00342.x.
Wehmeyer, Michael L., and Kathy Kelchner. “Measuring the Autonomy of Adolescents and Adults With Mental Retardation : A Self-Report Form of the Autonomous Functioning Checklist”. Career Development for Exceptional Individuals 18, no. 1 (April 1995): 3-20. https://doi.org/10.1177/088572889501800102.
Whitaker, Simon. “ANGER CONTROL FOR PEOPLE WITH LEARNING DISABILITIES: A CRITICAL REVIEW”. Behavioural and Cognitive Psychotherapy 29, no. 3 (July 2001): 277-93. https://doi.org/10.1017/s1352465801003022.
Wong, P. K. S., and D. F. K. Wong. “Enhancing Staff Attitudes, Knowledge and Skills in Supporting the Self-Determination of Adults With Intellectual Disability in Residential Settings in Hong Kong: A pretest–posttest Comparison Group Design”. Journal of Intellectual Disability Research. Wiley, March 2008. https://doi.org/10.1111/j.1365-2788.2007.01014.x.
Aldridge, Jo. “Working With Vulnerable Groups in Social Research: Dilemmas by Default and Design”. Qualitative Research, vol. 14, no. 1, Aug. 2012, pp. 112-30. Crossref, https://doi.org/10.1177/1468794112455041.
Algozzine, Bob, et al. “Effects of Interventions to Promote Self-Determination for Individuals With Disabilities”. Review of Educational Research, vol. 71, no. 2, June 2001, pp. 219-77. Crossref, https://doi.org/10.3102/00346543071002219.
Almack, Kathryn, et al. “Parental Negotiations of the Moral Terrain of Risk in Relation to Young People With Intellectual Disabilities”. Journal of Community &Amp; Applied Social Psychology, vol. 19, no. 4, July 2009, pp. 286-98. Crossref, https://doi.org/10.1002/casp.992.
Antaki, C., et al. “Offering Choices to People With Intellectual Disabilities: An Interactional Study”. Journal of Intellectual Disability Research, vol. 52, no. 12, Dec. 2008, pp. 1165-7. Crossref, https://doi.org/10.1111/j.1365-2788.2008.01101.x.
Antoine, P., and J.A. Smith. “Saisir l’expérience : présentation de l’analyse phénoménologique interprétative comme méthodologie qualitative en psychologie”. Psychologie Française, vol. 62, no. 4, Dec. 2017, pp. 373-85. Crossref, https://doi.org/10.1016/j.psfr.2016.04.001.
Barbour, Rosaline, and Jenny Kitzinger. Developing Focus Group Research. [], SAGE Publications Ltd, 1999. Crossref, https://doi.org/10.4135/9781849208857.
BARR, OWEN, et al. “Views of People With Learning Difficulties about Current and Future Accommodation: The Use of Focus Groups to Promote Discussion”. Disability &Amp; Society, vol. 18, no. 5, Aug. 2003, pp. 577-9. Crossref, https://doi.org/10.1080/0968759032000097834.
Bergstrom, Nancy. “The Gap Between Discovery and Practice Implementation in Evidence-Based Practice”. International Journal of Evidence-Based Healthcare, vol. 6, no. 2, June 2008, pp. 135-6. Crossref, https://doi.org/10.1097/01258363-200806000-00001.
Bernoussi, Mohamed, and Agnès Florin. “La notion de représentation : de la psychologie générale à la psychologie sociale et la psychologie du développement”. Enfance, vol. 48, no. 1, 1995, pp. 71-87. Crossref, https://doi.org/10.3406/enfan.1995.2115.
Blais, Mireille, and Stéphane Martineau. “L’analyse inductive générale :
description d’une démarche visant à donner un sens
à des données brutes”. Recherches qualitatives, vol. 26, no. 2, Consortium Erudit, 2006, p. 1. Crossref, https://doi.org/10.7202/1085369ar.
Boisvert, Yves, M.A. en ps. “Déficience Intellectuelle Et résilience”. Intervention, vol. 22, no. 1-2, Consortium Erudit, 1 Dec. 2010, pp. 99-107. Crossref, https://doi.org/10.7202/045034ar.
Bradshaw, J. “Complexity of Staff Communication and Reported Level of Understanding Skills in Adults With Intellectual Disability”. Journal of Intellectual Disability Research, vol. 45, no. 3, June 2001, pp. 233-4. Crossref, https://doi.org/10.1046/j.1365-2788.2001.00318.x.
Branding, Dave, et al. “Perceptions of Self-Determination by Special Education and Rehabilitation Practitioners Based on Viewing a Self-Directed IEP Versus an External-Directed IEP Meeting”. Research in Developmental Disabilities, vol. 30, no. 4, July 2009, pp. 755-62. Crossref, https://doi.org/10.1016/j.ridd.2008.10.006.
Carter, Erik W., et al. “Parent Assessments of Self-Determination Importance and Performance for Students With Autism or Intellectual Disability”. American Journal on Intellectual and Developmental Disabilities, vol. 118, no. 1, Jan. 2013, pp. 16-31. Crossref, https://doi.org/10.1352/1944-7558-118.1.16.
Carter, Erik W., et al. “Self-Determination Skills and Opportunities of Adolescents With Severe Intellectual and Developmental Disabilities”. American Journal on Intellectual and Developmental Disabilities, edited by Eric Emerson, vol. 114, no. 3, May 2009, pp. 179-92. Crossref, https://doi.org/10.1352/1944-7558-114.3.179.
Cho, Hyun-Jeong, et al. “Elementary Teachers’ Knowledge and Use of Interventions and Barriers to Promoting Student Self-Determination”. The Journal of Special Education, vol. 45, no. 3, Mar. 2010, pp. 149-56. Crossref, https://doi.org/10.1177/0022466910362588.
Cooper, Karena J, and Diane M Browder. “Preparing Staff to Enhance Active Participation of Adults With Severe Disabilities by Offering Choice and Prompting Performance During a Community Purchasing Activity”. Research in Developmental Disabilities, vol. 22, no. 1, Jan. 2001, pp. 1-20. Crossref, https://doi.org/10.1016/s0891-4222(00)00065-2.
Cooper, Sally-Ann, et al. “Mental Ill-Health in Adults With Intellectual Disabilities: Prevalence and Associated Factors”. British Journal of Psychiatry, vol. 190, no. 1, Jan. 2007, pp. 27-35. Crossref, https://doi.org/10.1192/bjp.bp.106.022483.
Cudré‐Mauroux, Annick, et al. “The Importance of the Relational Needs of People With Learning Disabilities in the Promotion of self‐determination”. British Journal of Learning Disabilities, vol. 47, no. 3, Apr. 2019, pp. 174-80. Crossref, https://doi.org/10.1111/bld.12268.
Cudré-Mauroux, Annick, et al. “Partnership With Social Care Professionals As a Context for Promoting Self-Determination Among People With Intellectual Disabilities”. Research in Developmental Disabilities, vol. 99, Elsevier BV, Apr. 2020, p. 103602. Crossref, https://doi.org/10.1016/j.ridd.2020.103602.
Finlay, W. M. L., and E. Lyons. “Acquiescence in Interviews With People Who Have Mental Retardation”. Mental Retardation, vol. 40, no. 1, Feb. 2002, pp. 14-29. Crossref, https://doi.org/10.1352/0047-6765(2002)040<0014:aiiwpw>2.0.co;2.
Fraser, Mary, and Anne Fraser. “Are People With Learning Disabilities Able to Contribute to Focus Groups on Health Promotion?”. Journal of Advanced Nursing, vol. 33, no. 2, Jan. 2001, pp. 225-33. Crossref, https://doi.org/10.1046/j.1365-2648.2001.01657.x.
Garaigordobil, Maite, and José Ignacio Pérez. “Self-Concept, Self-Esteem and Psychopathological Symptoms in Persons With Intellectual Disability”. The Spanish Journal of Psychology, vol. 10, no. 1, May 2007, pp. 141-50. Crossref, https://doi.org/10.1017/s1138741600006405.
Gates, Bob, and Mary Waight. “Reflections on Conducting Focus Groups With People With Learning Disabilities”. Journal of Research in Nursing, vol. 12, no. 2, Mar. 2007, pp. 111-26. Crossref, https://doi.org/10.1177/1744987106075617.
Gilson, Stephen French, and Elizabeth Depoy. “A Model of Self-Determination”. Journal of Social Work in Disability &Amp; Rehabilitation, vol. 3, no. 4, Informa UK Limited, 29 Nov. 2004, pp. 3-17. Crossref, https://doi.org/10.1300/j198v03n04_02.
Goodley, Dan, and Michele Moore. “Doing Disability Research: Activist Lives and the Academy”. Disability &Amp; Society, vol. 15, no. 6, Oct. 2000, pp. 861-82. Crossref, https://doi.org/10.1080/713662013.
Guillemette, François, and Daniel Boisvert. “L’entrevue De Recherche Qualitative Avec Des Adultes présentant Une déficience Intellectuelle”. Recherches Qualitatives, vol. 23, Consortium Erudit, 28 Jan. 2022, pp. 15-26. Crossref, https://doi.org/10.7202/1085577ar.
Harris, John. “Time to Make up Your Mind: Why Choosing Is Difficult”. British Journal of Learning Disabilities, vol. 31, no. 1, Mar. 2003, pp. 3-8. Crossref, https://doi.org/10.1046/j.1468-3156.2003.00181.x.
Hatton, Chris. “Pragmatic Language Skills in People With Intellectual Disabilities: A Review”. Journal of Intellectual &Amp; Developmental Disability, vol. 23, no. 1, Jan. 1998, pp. 79-100. Crossref, https://doi.org/10.1080/13668259800033601.
Jahoda, A., and I. Markova. “Coping With Social Stigma: People With Intellectual Disabilities Moving from Institutions and Family Home”. Journal of Intellectual Disability Research, vol. 48, no. 8, Nov. 2004, pp. 719-2. Crossref, https://doi.org/10.1111/j.1365-2788.2003.00561.x.
Jingree, T., et al. “Empowering Words, Disempowering Actions: An Analysis of Interactions Between Staff Members and People With Learning Disabilities in residents’ Meetings”. Journal of Intellectual Disability Research, vol. 50, no. 3, Mar. 2006, pp. 212-26. Crossref, https://doi.org/10.1111/j.1365-2788.2005.00771.x.
Jurkowski, Janine M. “Photovoice As Participatory Action Research Tool for Engaging People With Intellectual Disabilities in Research and Program Development”. Intellectual and Developmental Disabilities, edited by Philip Ferguson, vol. 46, no. 1, Feb. 2008, pp. 1-11. Crossref, https://doi.org/10.1352/0047-6765(2008)46[1:papart]2.0.co;2.
Kiernan, Chris. “Participation in Research by People With Learning Disability: Origins and Issues”. British Journal of Learning Disabilities, vol. 27, no. 2, June 1999, pp. 43-47. Crossref, https://doi.org/10.1111/j.1468-3156.1999.tb00084.x.
Lecomte, Jacques. “Les caractéristiques des tuteurs de résilience”. Recherche en soins infirmiers, vol. N° 82, no. 3, CAIRN, 2005, p. 22. Crossref, https://doi.org/10.3917/rsi.082.0022.
Lennox, N., et al. “Beating the Barriers: Recruitment of People With Intellectual Disability to Participate in Research”. Journal of Intellectual Disability Research, vol. 49, no. 4, Apr. 2005, pp. 296-05. Crossref, https://doi.org/10.1111/j.1365-2788.2005.00618.x.
Libois, Joëlle. La Part Sensible De l’acte. [], Editions IES, 2013. Crossref, https://doi.org/10.26530/oapen_578318.
Llewellyn, Penny, and Ruth Northway. “The Views and Experiences of People With Intellectual Disabilities Concerning Advocacy”. Journal of Intellectual Disabilities, vol. 12, no. 3, Sept. 2008, pp. 213-28. Crossref, https://doi.org/10.1177/1744629508095726.
Marquis, Ruth, and Robert Jackson. “Quality of Life and Quality of Service Relationships: Experiences of People With Disabilities”. Disability &Amp; Society, vol. 15, no. 3, May 2000, pp. 411-25. Crossref, https://doi.org/10.1080/713661967.
McConkey, R., and S. Collins. “The Role of Support Staff in Promoting the Social Inclusion of Persons With an Intellectual Disability”. Journal of Intellectual Disability Research, vol. 54, no. 8, July 2010, pp. 691-00. Crossref, https://doi.org/10.1111/j.1365-2788.2010.01295.x.
McConkey, R., et al. “Communications Between Staff and Adults With Intellectual Disabilities in Naturally Occurring Settings”. Journal of Intellectual Disability Research, vol. 43, no. 3, June 1999, pp. 194-05. Crossref, https://doi.org/10.1046/j.1365-2788.1999.00191.x.
McDonald, Katherine E., et al. “Gatekeepers of Science: Attitudes Toward the Research Participation of Adults With Intellectual Disability”. American Journal on Mental Retardation, edited by William E. MacLean, Jr., vol. 113, no. 6, Nov. 2008, pp. 466-78. Crossref, https://doi.org/10.1352/2008.113:466-478.
Overmars-Marx, Tessa, et al. “Photovoice in Research Involving People With Intellectual Disabilities: A Guided Photovoice Approach As an Alternative”. Journal of Applied Research in Intellectual Disabilities, vol. 31, no. 1, Jan. 2017, pp. e92-e104. Crossref, https://doi.org/10.1111/jar.12329.
Palmer, Susan B., and Michael L. Wehmeyer. “Students’ Expectations of the Future: Hopelessness As a Barrier to Self-Determination”. Mental Retardation, vol. 36, no. 2, Apr. 1998, pp. 128-36. Crossref, https://doi.org/10.1352/0047-6765(1998)036<0128:seotfh>2.0.co;2.
Pilnick, Alison, et al. “Questioning the Answer: Questioning Style, Choice and Self-Determination in Interactions With Young People With Intellectual Disabilities*”. Sociology of Health &Amp; Illness, vol. 32, no. 3, Mar. 2010, pp. 415-36. Crossref, https://doi.org/10.1111/j.1467-9566.2009.01223.x.
Puchta, Claudia, and Jonathan Potter. Focus Group Practice. [], SAGE Publications Ltd, 2004. Crossref, https://doi.org/10.4135/9781849209168.
Rascle, Nicole, et al. “Short Form of Sarason’s Social Support Questionnaire: French Adaptation and Validation”. Psychological Reports, vol. 97, no. 1, Aug. 2005, pp. 195-02. Crossref, https://doi.org/10.2466/pr0.97.1.195-202.
Rousseau, Nadia, et al. “La Relation De Confiance maître-élève : Perception d’élèves Ayant Des difficultés Scolaires”. Articles, vol. 44, no. 2, Consortium Erudit, 2 Feb. 2010, pp. 193-11. Crossref, https://doi.org/10.7202/039032ar.
Saaltink, R., et al. “Protection, Participation and Protection through Participation: Young People With Intellectual Disabilities and Decision Making in the Family Context”. Journal of Intellectual Disability Research, vol. 56, no. 11, Oct. 2012, pp. 1076-8. Crossref, https://doi.org/10.1111/j.1365-2788.2012.01649.x.
Schalock, Robert L. “Intellectual Disability”. The Encyclopedia of Clinical Psychology, John Wiley & Sons, Inc., 23 Jan. 2015, pp. 1-7. Crossref, https://doi.org/10.1002/9781118625392.wbecp062.
Shogren, Karrie A. “A Social–Ecological Analysis of the Self-Determination Literature”. Intellectual and Developmental Disabilities, vol. 51, no. 6, Dec. 2013, pp. 496-11. Crossref, https://doi.org/10.1352/1934-9556-51.6.496.
Shogren, Karrie A, and Ricky Broussard. “Exploring the Perceptions of Self-Determination of Individuals With Intellectual Disability”. Intellectual and Developmental Disabilities, vol. 49, no. 2, Apr. 2011, pp. 86-102. Crossref, https://doi.org/10.1352/1934-9556-49.2.86.
Soresi, Salvatore, et al. “Community Involvement in Promoting Inclusion, Participation and self‐determination”. International Journal of Inclusive Education, vol. 15, no. 1, Feb. 2011, pp. 15-28. Crossref, https://doi.org/10.1080/13603116.2010.496189.
Stancliffe, Roger J. “Community Living-Unit Size, Staff Presence, and Residents’ Choice-Making”. Mental Retardation, vol. 35, no. 1, Feb. 1997, pp. 1-9. Crossref, https://doi.org/10.1352/0047-6765(1997)035<0001:clsspa>2.0.co;2.
Stancliffe, Roger J. “Living With Support in the Community: Predictors of Choice and Self-Determination”. Mental Retardation and Developmental Disabilities Research Reviews, vol. 7, no. 2, Wiley, 2001, pp. 91-98. Crossref, https://doi.org/10.1002/mrdd.1013.
Tétreault, Sylvie. “Focus Groupe”. Guide Pratique De Recherche En réadaptation, De Boeck Supérieur, 27 June 2014, pp. 327-43. Crossref, https://doi.org/10.3917/dbu.guill.2014.01.0327.
Thoma, Colleen A., et al. “A Qualitative Study of Preservice Teachers’ Understanding of Self-Determination for Students With Significant Disabilities”. Career Development for Exceptional Individuals, vol. 31, no. 2, Apr. 2008, pp. 94-105. Crossref, https://doi.org/10.1177/0885728808317444.
Tøssebro, Jan, et al. “Normalization Fifty Years Beyond-Current Trends in the Nordic Countries”. Journal of Policy and Practice in Intellectual Disabilities, vol. 9, no. 2, June 2012, pp. 134-46. Crossref, https://doi.org/10.1111/j.1741-1130.2012.00340.x.
Trainor, Audrey A. “Self-Determination Perceptions and Behaviors of Diverse Students With LD During the Transition Planning Process”. Journal of Learning Disabilities, vol. 38, no. 3, May 2005, pp. 233-49. Crossref, https://doi.org/10.1177/00222194050380030501.
Trainor, Audrey A. “Perceptions of Adolescent Girls With LD Regarding Self-Determination and Postsecondary Transition Planning”. Learning Disability Quarterly, vol. 30, no. 1, Dec. 2007, p. 31. Crossref, https://doi.org/10.2307/30035514.
Vasey, Michael W., and Mark R. Dadds, editors. The Developmental Psychopathology of Anxiety. [], Oxford University Press, 2001. Crossref, https://doi.org/10.1093/med:psych/9780195123630.001.0001.
Vaucher, Carla, et al. “Perceptions and Understandings of Self-Determination in the Context of Relationships Between People With Intellectual Disabilities and Social Care Professionals”. International Journal of Developmental Disabilities, vol. 67, no. 2, Informa UK Limited, 17 June 2019, pp. 121-30. Crossref, https://doi.org/10.1080/20473869.2019.1623595.
Vaucher, Carla, et al. “Environmental, Personal, and Relational Barriers and Facilitators to Self-Determination Among Adults With Intellectual Disabilities”. Scandinavian Journal of Disability Research, vol. 22, no. 1, Stockholm University Press, 2020, pp. 97-107. Crossref, https://doi.org/10.16993/sjdr.624.
Walmsley, Jan. “Normalisation, Emancipatory Research and Inclusive Research in Learning Disability”. Disability &Amp; Society, vol. 16, no. 2, Mar. 2001, pp. 187-05. Crossref, https://doi.org/10.1080/09687590120035807.
Walker, Hill M., et al. “A Social-Ecological Approach to Promote Self-Determination”. Exceptionality, vol. 19, no. 1, Jan. 2011, pp. 6-18. Crossref, https://doi.org/10.1080/09362835.2011.537220.
Wehmeyer, Michael L., and Brian H. Abery. “Self-Determination and Choice”. Intellectual and Developmental Disabilities, vol. 51, no. 5, Oct. 2013, pp. 399-11. Crossref, https://doi.org/10.1352/1934-9556-51.5.399.
Wehmeyer, M. L., and N. Bolding. “Enhanced Self-Determination of Adults With Intellectual Disability As an Outcome of Moving to Community-Based Work or Living Environments”. Journal of Intellectual Disability Research, vol. 45, no. 5, Oct. 2001, pp. 371-83. Crossref, https://doi.org/10.1046/j.1365-2788.2001.00342.x.
Wehmeyer, Michael L., and Kathy Kelchner. “Measuring the Autonomy of Adolescents and Adults With Mental Retardation : A Self-Report Form of the Autonomous Functioning Checklist”. Career Development for Exceptional Individuals, vol. 18, no. 1, Apr. 1995, pp. 3-20. Crossref, https://doi.org/10.1177/088572889501800102.
Whitaker, Simon. “ANGER CONTROL FOR PEOPLE WITH LEARNING DISABILITIES: A CRITICAL REVIEW”. Behavioural and Cognitive Psychotherapy, vol. 29, no. 3, July 2001, pp. 277-93. Crossref, https://doi.org/10.1017/s1352465801003022.
Wong, P. K. S., and D. F. K. Wong. “Enhancing Staff Attitudes, Knowledge and Skills in Supporting the Self-Determination of Adults With Intellectual Disability in Residential Settings in Hong Kong: A pretest–posttest Comparison Group Design”. Journal of Intellectual Disability Research, vol. 52, no. 3, Wiley, Mar. 2008, pp. 230-43. Crossref, https://doi.org/10.1111/j.1365-2788.2007.01014.x.
Abery, B. H. & Stancliffe, R. J. (1996). The ecology of self-determination. Dans D. J. Sands & M. L. Wehmeyer (Ed.), Self-determination across the life span : Independence and choice for people with disabilities (p. 111-145). Baltimore : Paul H. Brookes.
Abramson, L., Seligman, M. & Teasdale, J. D. (1978). Learned helplessness in humans : Critique and reformulation. Journal of abnormal psychology, 87, 49-74.
Agran, M., Snow, K. & Swaner, J. (1999). Teacher perceptions of self-determination : Benefits, characteristics, strategies. Education and training in mental retardation and developmental disabilities, 34, 293-301.
Aldridge, J. (2014). Working with vulnerable groups in social research : Dilemmas by default and design. Qualitative research, 14 (1), 112-130.
Algozzine, B., Browder, D., Karvonen, M., Test, D. W. & Wood, W. M. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of educational research, 71 (2), 219-277.
Almack, K., Clegg, J. & Murphy, E. (2009). Parental negotiations of the moral terrain of risk in relation to young people with intellectual disabilities. Journal of community & applied social psychology, 19, 286-298.
American Association on Intellectual and Developmental Disabilities (AAIDD) (2011). Déficience intellectuelle. Définition, classification et systèmes de soutien (11e éd.). Trois-Rivières, Canada : CNRIS.
Antaki, C., Finlay, W., Walton, C. & Pate, L. (2008). Offering choices to people with intellectual disabilities : An interactional study. Journal of intellectual disability research, 52 (12), 1165-1175.
Antoine, P. (2017). L’analyse interprétative phénoménologique. Dans M. Santiago-Delefosse et al. (Ed.), Les méthodes qualitatives en psychologie et sciences humaines de la santé (p. 33-60). Paris : Dunod.
Antoine, P. & Smith, J. A. (2017). Saisir l’expérience : présentation de l’analyse phénoménologique interprétative comme méthode qualitative en psychologie. Psychologie française, 62, 373-385.
Barr, O., McConkey, R. & McConaghie, J. (2003). Views of people with learning difficulties about current and future accommodation : The use of focus groups to promote discussion. Disability & society, 18 (5), 577-597.
Bergstrom, N. (2008). The gap between discovery and practice implementation in evidence-based practice : Is practice-based evidence a solution ? International journal of evidence based health, 6 (2), 135-136.
Bernoussi, M. & Florin, A. (1995). La notion de représentation : de la psychologie générale à la psychologie sociale et la psychologie du développement. Enfance, 1, 71-87.
Blais, M. & Martineau, S. (2006). L’analyse inductive générale : description d’une démarche visant à donner un sens à des données brutes. Recherches qualitatives, 26 (2), 1-18.
Bollard, M. (2003). Going to the doctor’s. The findings from a focus group with people with learning disabilities. Journal of learning disabilities, 7 (2), 156-164.
Boyden, P., Esscopri, N., Ogi, L., Brennan, A. & Kalsy-Lillico, S. (2009). Service users leading the way : Focus group methodology in developing accessible information DVDs with people with learning disabilities. Journal of intellectual disabilities, 13 (3), 183-194.
Bradshaw, J. (2001). Complexity of staff communication and reported level of understanding skills in adults with intellectual disability. Journal of intellectual disability research, 45, 233-243.
Branding, D., Bates, P. & Miner, C. (2009). Perceptions of self-determination by special education and rehabilitation practitioners based on viewing a self-directed IEP versus an external-directed IEP meeting. Research in developmental disabilities, 30 (4), 755-762.
Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K. & Machalicek, W. (2013). Parent assessments of self-determination importance and performance for students with autism or intellectual disability. American journal on intellectual and developmental disabilities, 118 (1), 16-31.
Carter, E.W., Owens, L., Trainor, A., Sun Y. & Swedeen, B. (2009). Self-determination skills and opportunities of adolescents with severe intellectual and developmental disabilities, American journal on intellectual and developmental disabilities, 114 (3), 179-192.
Cho, H. J., Wehmeyer, M. L. & Kingston, N. (2011). Elementary teachers’ knowledge and use of interventions and barriers to promoting student self-determination. The journal of special education, 45, 149-156.
Cooper, K. J. & Browder, D. M. (2001). Preparing staff to enhance active participation of adults with severe disabilities by offering choice and prompting performance during a community purchasing activity. Research in developmental disabilities, 22, 1-20.
Cooper, S. A., Smiley, E., Morrison, J., Williamson, A. & Alla, L. (2006). Mental ill-health in adults with intellectual disabilities : Prevalence and associated factors. The british journal of psychiatry, 190, 27-35.
Cudré-Mauroux, A., Piérart, G. & Vaucher, C. (2019). The importance of the relational needs of people with learning disabilities in the promotion of self-determination. British journal of learning disabilities, 47 (3), 174-180.
Cudré-Mauroux, A., Piérart, G. & Vaucher, C. (2020). Parnership with social care professionals as a context for promoting self-determination among people with intellectual disabilities. Research in developmental disabilities, 99. Récupéré de https://doi.org/10.1016/j.ridd.2020.103602
Curryer, B., Stancliffe, R. J. & Dew, A. (2015). Self-determination : Adults with intellectual disability and their family. Journal of Intellectual and Developmental Disability, 40 (4), 394-399.
Cyrulnik, B. (2002). Un merveilleux malheur. Paris : Odile Jacob.
Depenne, D. (2017). Distance et proximité en travail social. Montrouge : ESF.
Détraux, J.-J. (2014). La place de la personne en situation de handicap dans la recherche : quels principes éthiques ? Dans G. Petitpierre & B.-M. Martini-Willemin (Ed.), Méthodes de recherche dans le champ de la déficience intellectuelle (p. 187-221). Berne : Peter Lang.
Dionne, C., Langevin, J., Paour, J.L. & Rocque, S. (1999). Le retard de développement intellectuel. Dans E. Habimana, L. S. Ethier, D. Petot & M. Tousignant (Ed.), Psychopathologie de l’enfant et de l’adolescent. Montréal : Gaëtan Morin.
Dubberly, R. (2008). Perceptions of special educators for teaching self-determination to students with significant disabilities. Fort-Lauderdale-Davie : Nova Southeastern University.
Field, S. (1996). Instructional strategies to promote self-determination for students with learning disabilities. Journal of learning disabilities, 29, 40–52.
Finlay, W. M. & Lyons, E. (2002). Acquiescence in interviews with people who have mental retardation. Mental retardation, 40, 14-29.
Fontana-Lana, B., Angéloz Brügger, P., Gobet, L. & Hauenstein, I. (2016). Des outils pour soutenir l’implémentation de pratiques d’autodétermination et de participation citoyenne en milieu socio-éducatif. Revue suisse de pédagogie spécialisée, 1, 18-25.
Fontana-Lana, B., Angéloz Brügger, P. & Petragallo, I. (2017). Former la personne avec une déficience intellectuelle à l’autodétermination et à la participation citoyenne. Lausanne & Fribourg : Eben-Hézer & Université de Fribourg.
Fougeyrollas, P. (2011). La funambule, le fil et la toile. Transformations réciproques du sens du handicap. Québec : Presses de l’Université Laval.
Fougeyrollas, P., Cloutier, R., Bergeron, H., Côté, J. & St-Michel, G. (1998). Classification québécoise. Processus de production du handicap. Québec : Réseau international sur le Processus de production du handicap.
Fraser, M. & Fraser, A. (2001). Are people with learning disabilities able to contribute to focus groups on health promotion ? Journal of advanced nursing, 33 (2), 225-233.
Freud, S. (1972). La vie sexuelle. Paris : Presses universitaires de France.
Galam, E. (2014). Carl Rogers : une approche centrée sur la personne. Médecine, 10, 408-412.
Garaigordobil, M. & Pérez, J. L. (2007). Self-concept, self-esteem and psychopathological symptoms in persons with intellectual disabilities. The Spanish journal of psychology, 10, 141-150.
Gates, B. & Waight, M. (2007). Reflections on conducting focus groups with people with learning disabilities. Journal of research in nursing, 12 (2), 111-126.
Gaulejac, V. de (2009). Qui est « je » ? Sociologie clinique du sujet. Paris : Seuil.
Getzel, E. E. & Thoma, C. A. (2008). Experiences of college students with disabilities and the importance of self-determination in higher education settings. Career development and transition for exceptional individuals, 31, 77-84.
Giard, M.-F. & Morin, D. (2010). Le consentement à la recherche en déficience intellectuelle : situation québecoise. Revue francophone de la déficience intellectuelle, 21, 40-53.
Gilbert, T. (2004). Involving people with learning disabilities in research : Issues and possibilities. Health and social care in the community, 12 (4), 298-308.
Gilson, S.F. & DePoy, E. (2004). A model of self-determination. Journal of social work in disability and rehabilitation, 3 (4), 3-17.
Gomez-Vela, M., Verdugo, M. A., Gonzalez Gil, F., Corbella, M. B. & Wehmeyer, M. L. (2012). Assessment of the self-determination of spanish students with intellectual disabilities and other educational needs. Education and training in autism and developemental disabilities, 47(1), 48-57.
Goodley, D. & Moore, M. (2000). Doing disability research : Activist lives and the academy. Disability and society, 15 (6), 861–882.
Gosselain, O. P. (2011). Slow science – la désexcellence. Uzance, 1, 129-140.
Guillemette, F. & Boisvert, D. (2003). L’entrevue de recherche qualitative avec des adultes présentant une déficience intellectuelle. Recherches qualitatives, 23, 15-26.
Haelewyck, M. C. & Nader-Grosbois, N. (2004). L’autorégulation : porte d’entrée vers l’autodétermination des personnes avec retard mental ? Revue francophone de la déficience intellectuelle, 15, 173-186.
Haigh, A., Lee, D., Shaw, C., Hawthorne, M., Chamberlain, S., Newman, D. W., Clarke, Z. & Beail, N. (2013). What things make people with a learning disability happy and satisfied with their lives : An inclusive research project. Journal of applied research in intellectual disabilities, 26, 26-33.
Harris, J. (2003). Time to make up your mind : Why choosing is difficult. British journal of learning disabilities, 31, 3-8.
Hatton, C. (1998). Pragmatic language skills in people with intellectual disabilities : A review. Journal of intellectual and developmental disability, 23, 79-100.
Hooren, R. H. van, Widdershoven, G. A., Bruggen, H. van der, Borne, H. W. van den & Curfs, L. M. (2005). Values in the care for young persons with Prader-Willi syndrome : Creating a meaningful life together. Child : Care, health and development, 31 (3), 309-319.
Hugo, V. (2014). Actes et paroles : les 4 volumes. [Edition augmentée]. Saint-Julien-en-Genevois : Arvensa.
Jahoda, A. & Markova, I. (2004). Coping with social stigma : People with intellectual disabilities moving from institutions and family home. Journal of intellectual disability research, 48 (8), 719-729.
Jalava, J. (2003). The Luhmannian connections between trust and system. European journal of social theory, 6, 173-190.
Jingree, T., Finlay, W. M. & Antaki, C. (2006). Empowering words, disempowering actions : An analysis of interactions between staff members and people with learning disabilities in residents’ meetings. Journal of intellectual disability research, 50 (3), 212-226.
Jourdan-Ionescu, C. & Julien-Gauthier, F. (2011). Clés de résilience en déficience intellectuelle. Dans S. Ionescu (Ed.), Traité de résilience assistée (p. 283-325). Paris : Presses universitaires de France.
Jurkowski, J. M. (2008). Photovoice as participatory action research tool for engaging people with intellectual disabilities in research and program development. Intellectual and developmental disabilities, 46 (1), 1-11.
Kiernan, C. (1999). Participation in research by people with learning disability : Origins and issues. British journal of learning disabilities, 27, 43-47.
Kim, Y., Park, H., Kim, H. G. & Kim, Y. O. (2012). The development of medical record items : A user-centered, bottom-up approach. Healthcare informatics research, 18 (1), 10-17.
Lachapelle, Y., Haelewyck, M. L. & Leclerc, D. (2002). Evaluation de la version québécoise de l’échelle d’autodétermination auprès d’adultes québécois et belges présentant une déficience intellectuelle. Revue francophone de la déficience intellectuelle, Numéro spécial, 47-50.
Lachapelle, Y., Lussier-Desrochers, D. & Grégoire, M. (2010). Aspects théoriques et pratiques associés à l’émergence de l’autodétermination chez les adolescents. Dans M. C. Haelewyck & H. Gascon (Ed.), Adolescence et retard mental, (p. 111-122). Bruxelles : De Boeck.
Lachapelle, Y. & Wehmeyer, M. L. (2003). L’autodétermination. Dans M. J. Tassé & D. Morin (Ed.), La déficience intellectuelle (p. 203-214). Montréal : Gaëtan Morin.
Laloux, F. (2015). Reinventing organizations. Vers des communautés de travail inspirées. Paris : Diateino.
Lennox, N., Taylor, M., Rey-Conde, T., Bain, C., Purdie, D. M. & Boyle, F. (2005). Beating the barriers : Recruitment of people with intellectual disability to participate in research. Journal of intellectual disability research, 49 (4), 296-305.
Llewellyn, P. & Northway, R. (2008). The views and experiences of people with intellectual disabilities concerning advocacy. Journal of intellectual disabilities, 12 (3), 213-228.
Madson Ankeny, E. & Lehmann, J. P. (2011). Journey toward self-determination : Voices of students with disabilities who participated in a secondary transition program on a community college campus. Remedial and special education, 32 (4), 279-289.
Mansell, J. & Beadle-Brown, J. (2012). Active support. Enabling and empowering people with intellectual disabilities. London and Philadelphia : Jessica Kingsley.
Markova, I., Linell, P., Grossen, M. & Salazar, O. A. (2007). Dialogue in focus groups : Exploring socially shared knowledge. London : Equinox.
Marquis, R. & Jackson, R. (2000). Quality of life and quality of service relationships : Experiences of people with disabilities. Disability & society, 15, 411-425.
Maxwell, J. A. (2013). Qualitative research design : an interactive approach (3rd ed.). London : SAGE.
McConkey, R. & Collins, S. (2010). The role of support staff in promoting the social inclusion of persons with an intellectual disability. Journal of intellectual disability research, 54 (8), 691-700.
McConkey, R., Morris, I. & Purcell, M. (1999). Communications between staff and adults with intellectual disabilities in naturally occurring settings. Journal of intellectual disability research, 43, 194-205.
McDonald, K. E., Keys, C. & Henry, D. (2008). The gatekeepers of science : Attitudes toward the research participation of adults with intellectual disabilities. American journal on mental retardation, 113, 466-478.
McVilly, K. R., Stancliffe, R. J., Parmenter, T. R. & Burton-Smith, R. M. (2006). « I get by with a little help from my friends » : Adults with intellectual disabilities discuss loneliness. Journal of applied research in intellectual disabilities, 19, 191-203.
Miles, M. B. & Huberman, A. M. (2003). Analyse des données qualitatives. Bruxelles : De Boeck.
Mithaug, D. E. (1996). The optimal prospects principle : A theorical basis for rethinking instructional practices for self-determination. Dans D. J. Sands & M. L. Wehmeyer (Ed.), Self-determination across the life-span (p. 147-165). Baltimore : Paul Brookes.
Morin, E. (2005). Introduction à la pensée complexe. Paris : Seuil.
Muir, W. J. & Gibbs, S. M. (2006). Research in the psychiatry of learning disability. Dans C. Freeman & P. J. Tyrer (Ed.), Research methods in psychiatry (p. 252-291). London : Gaskell.
Nuss, M. (2012). Altérité et handicap. Dans S. Korff-Sausse, A. Ciccone, S. Missonnier, R. Salbreux & R. Scelles (Eds.), La vie psychique des personnes handicapées. Ce qu’elles ont à dire, ce que nous avons à entendre (p. 11-23). Toulouse : Editions Erès.
Overmars-Marx, T., Thomese, F. & Moonen, X. (2017). Photovoice in research involving people with intellectual disabilities : A guided photovoice approach as an alternative. Journal of applied research in intellectual disabilities, 31 (1), 92-104.
Palmer, S. B. & Wehmeyer, M. L. (1998). Students’ expectations of the future : Hopelessness as a barrier to self-determination. Mental retardation, 36 (2), 128-136.
Palmer, S. B., Wehmeyer, M. L., Gipson, K. & Agran, M. (2004). Promoting access to the general education curriculum by teaching self-determination skills. Exceptional children, 70, 427-439.
Peterson, C. (2004). Looking forward through the lifespan. Frenchs Forest : Pearson.
Pilnick, A., Clegg, J., Murphy, E. & Almack, K. (2009). Questioning the answer : Questioning style, choice and self-determination in interactions with young people with intellectual disabilities. Sociology of health & illness, 33, 415-436.
Rascle, N., Bruchon-Schweitzer, M. & Sarason, I. G. (2005). Short form of Sarason’s social support questionnaire : French adaptation and validation. Psychological reports, 97 (1), 195-202.
Rousseau, N., Deslandes, R. & Fournier, H. (2009). La relation de confiance maître-élève : perception d’élèves ayant des difficultés scolaires. McGill journal of education, 44, 193-211.
Saaltink, R., MacKinnon, G., Owen, F. & Tardif-Williams, C. (2012). Protection, participation and protection through participation : Young people with intellectual disabilities and decision making in the family context. Journal of intellectual and disability research, 56(11), 1076-1086.
Sands, D. J. & Kozleski, E. B. (1994). Quality of life differences between adults with and without disabilities. Education and training in developmental disabilities, 29, 90-101.
Sarrazin, C. (2013). Autodétermination et déficience intellectuelle. L’expérience d’une institution suisse : le village d’Aigues-Vertes. Saint-Denis : Edilivre.
Schaffer, J. & Marks, S. U. (2008). Promoting self-determination through a movie project. TEACHING Exceptional children plus, 4(6), 1-12.
Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H. E., Coulter, D. L., Craig, E. M. et al. (2010). Intellectual disability : Definition, classification, and systems of supports. Washington D.C. : American Association on Intellectual and Developmental Disabilities.
Shogren, K. A. (2013). A social-ecological analysis of the self-determination literature. Intellectual and developmental disabilities, 51 (6), 496-511.
Shogren, K.A. & Broussard, R. (2011). Exploring the perceptions of self-determination of individuals with intellectual disabilities. Intellectual and developmental disabilities, 49, 86-102.
Slocum, N., Elliott, J., Heersterbeek, S. & Lukensmeyer, C. J. (2006). Méthodes participatives. Un guide pour l’utilisateur. Bruxelles : Fondation Roi Baudoin.
Soresi, S., Nota, L. & Wehmeyer, M. L. (2011). Community involvement in promoting inclusion, participation and self‐determination. International journal of inclusive education, 15 (1), 15-28.
Stancliffe, R. J. (2001). Living with support in the community : Predictors of choice and self-determination. Mental retardation and developmental disabilities research reviews, 7 (2), 91-98.
Stancliffe, R. J., Abery, B. H. & Smith, J. (2000). Personal control and the ecology of community living settings : Beyond living-unit size and type. American journal of mental retardation, 105, 431-454.
Tétreault, S. (2014). Focus groupe. Dans S. Tétreault & P. Guillez (Ed.) Guide pratique de recherche en réadaptation (p. 327-343). Louvain-la-Neuve : De Boeck.
Thoma, C. A., Panozzo, G. M. Fritton, S. C. & Bartholomew, C. C. (2008). A qualitative study of preservice teachers’ understanding of self-determination for students with significant disabilities. Career development for exceptional individuals, 31, 94-105.
Tossebro, J., Bonfils, I. S., Teittinen, A., Tideman, M., Traustadottir, R. & Vesala, H. T. (2012). Normalization fifty years beyond : Current trend in the Nordic countries. Journal of policy and practice in intellectual disabilities, 9 (2), 134-146.
Trainor, A. A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of learning disabilities, 38(3), 233-249.
Trainor, A. A. (2007). Perceptions of adolescent girls with LD regarding self-determination and postsecondary transition planning. Learning disability quarterly, 30, 31-45.
Tremblay, M. & Hudon, I. (2014). La recherche participative et la recherche émancipatoire en déficience intellectuelle : vers une éthique de la citoyenneté ? Dans G. Petitpierre & B.-M. Martini-Willemin (Ed.), Méthodes de recherche dans le champ de la déficience intellectuelle (p. 149-186). Berne : Peter Lang.
Vasey, M. W. & Dadds, M. R (2001). An introduction to the developmental psychopathology of anxiety. Dans M. W. Vasey & M. R Dadds (Ed.), The developmental psychopathology of anxiety (p. 3-26). New York : Oxford University Press.
Vaucher, C., Cudré-Mauroux, A. & Piérart, G. (2019a). Perceptions and understanding of self-determination in the context of relationships between people with intellectual disabilities and social care professionals. International journal of developmental disabilities, xx, 1-10. DOI : 10.1080/20473869.2019.1623595
Vaucher, C., Cudré-Mauroux, A. & Piérart, G. (2020). Environmental, personal, and relational barriers and facilitators to self-determination among adults with intellectual disabilities. Scandinavian journal on disability research, 22(1), p. 97–107. DOI : http://doi.org/10.16993/sjdr.624
Walker, H. M., Calkins, C., Wehmeyer, M. L., Walker, L., Bacon, A., Palmer, S. B., Jesien, G., Nygren, M., Heller, T., Gotto, G., Abery, B. & Johnson, D. (2011). A Social-ecological approach to promote self-determination. Exceptionality, 19 (1), 6-18.
Wehmeyer, M. L. (1996). Self-determination as an educational outcome : Why is it important to children, youth and adults with disabilities ? Dans D. J. Sands & M. L. Wehmeyer (Ed.), Self-determination across the life span : Independence and choice for people with disabilities (p. 15-34). Baltimore : Paul H. Brookes.
Wehmeyer, M. L. & Abery, B. (2013) Self-determination and choice. Intellectual and developmental disabilities, 51 (5), 399-411.
Wehmeyer, M. L., Agran, M. & Hughes, C. (1998). Teaching self-determination to students with disabilities : Basic skills for successful transition. Baltimore : Paul H. Brookes.
Wehmeyer, M. L. & Bolding, N. (2001). Enhanced self-determination of adults with intellectual disability as an outcome of moving to community-based work or living environments. Journal of intellectual and disability research, 45 (5), 371-383.
Wehmeyer, M. L. & Kelchner, K. (1994). Interpersonal cognitive problem-solving skills of individuals with mental retardation. Education and training in mental retardation and developmental disabilities, 29, 265-278.
Wehmeyer, M. L. & Kelchner, K. (1995). Measuring the autonomy of adolescents and adults with mental retardation : A self-report form of the Autonomous Functioning Checklist. Career development for exceptional individuals, 18, 3-20.
Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K. L., Little, T. & Boulton, A. (2012). Impact of the self-determined learning model of instruction on self-determination : A randomized-trial control group study. Exceptional children, 78 (2), 135-153.
Whitaker, S. (2001). Anger control for people with learning disabilities : A critical review. Behavioural and cognitive psychotherapy, 29, 277-293.
Winnicott, D. W. (2008). La mère suffisamment bonne. Paris : Payot.
Wong, P. K. & Wong, D. F. (2008). Enhancing staff attitudes, knowledge and skills in supporting the self-determination of adults with intellectual disability in residential settings in Hong Kong : A pretest-posttest comparison group design. Journal of intellectual and disability research, 52 (3), 230-243.
Le texte seul est utilisable sous licence Licence OpenEdition Books. Les autres éléments (illustrations, fichiers annexes importés) sont « Tous droits réservés », sauf mention contraire.
Després, Jean-Philippe. Julien-Gauthier, Francine. Jourdan-Ionescu, Colette. Bédard-Bruyère, Flavie. (2022) The Extra-Ordinary Music Camp: An informal online distance learning approach for children with intellectual and physical disabilities and learning disorders. Frontiers in Education, 7. DOI: 10.3389/feduc.2022.913390
Julien-Gauthier, Francine. Ruel, Julie. Jourdan-Ionescu, Colette. (2021) La carte routière : programme de transition vers la vie adulte. Revue francophone de la déficience intellectuelle, 31. DOI: 10.7202/1085491ar
Co-construire l’autodétermination au quotidien
Ce livre est diffusé en accès ouvert freemium. L’accès à la lecture en ligne est disponible. L’accès aux versions PDF et ePub est réservé aux bibliothèques l’ayant acquis. Vous pouvez vous connecter à votre bibliothèque à l’adresse suivante : https://freemium.openedition.org/oebooks
Si vous avez des questions, vous pouvez nous écrire à access[at]openedition.org
Référence numérique du chapitre
Format
Cudré-Mauroux, A., Piérart, G., & Vaucher, C. (2020). Bibliographie. In Co-construire l’autodétermination au quotidien (1‑). Éditions ies. https://doi.org/10.4000/books.ies.3689
Cudré-Mauroux, Annick, Geneviève Piérart, et Carla Vaucher. « Bibliographie ». In Co-Construire l’autodétermination Au Quotidien. Genève: Éditions ies, 2020. https://doi.org/10.4000/books.ies.3689.
Cudré-Mauroux, Annick, et al. « Bibliographie ». Co-Construire l’autodétermination Au Quotidien, Éditions ies, 2020, https://doi.org/10.4000/books.ies.3689.
Référence numérique du livre
Format
Cudré-Mauroux, A., Piérart, G., & Vaucher, C. (2020). Co-construire l’autodétermination au quotidien (1‑). Éditions ies. https://doi.org/10.4000/books.ies.3622
Cudré-Mauroux, Annick, Geneviève Piérart, et Carla Vaucher. Co-construire l’autodétermination au quotidien. Genève: Éditions ies, 2020. https://doi.org/10.4000/books.ies.3622.
Cudré-Mauroux, Annick, et al. Co-construire l’autodétermination au quotidien. Éditions ies, 2020, https://doi.org/10.4000/books.ies.3622.
