Version classiqueVersion mobile

Co-construire l’autodétermination au quotidien

 | 
Annick Cudré-Mauroux
, 
Geneviève Piérart
, 
Carla Vaucher

Bibliographie

Texte intégral

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.

Bandura, A. (2003). Auto-efficacité : le sentiment d’efficacité personnelle. Bruxelles : De Boeck.

Barbour, R. & Kitzinger, J. (1999). Developing focus group research : Politics, theory and practice. London : SAGE.

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.

Beauvais, M. (2004). Vers une éthique de l’accompagnement. Actes de la 7e Biennale de l’éducation et de la formation, Lyon, France. [En ligne]. Consulté le 21.02.2019 sur http://www.inrp.fr/biennale/7biennale/Contrib/longue/7088.pdf

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.

Boisvert, Y. (2009). Déficience intellectuelle et résilience. Frontières, 22, 99-107.

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.

Cabassut, J. (2005). Le déficient mental et la psychanalyse : clinique du sujet non supposé savoir. Nîmes : Champ social.

Camusso, D. (2008). Méthodes de développement cognitif et théories de l’apprentissage. Consulté le 15.03.2017 sur http://blog.paysages-educatifs.org/post/2008/03/01/Methodes-de-developpement-cognitif-et-theories-de-lapprentissage-Dominique-Camusso

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.

Duguit, L. (2015). Souveraineté et liberté : qu’est-ce que la souveraineté ? Consulté le 04.04.2017 sur http://www.revuegeneraledudroit.eu/blog/2015/07/02/souverainete-et-liberte-cinquieme-lecon

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.

Lecomte, J. (2004). Les caractéristiques des tuteurs de résilience. Recherches en soins infirmiers, 82, 22-25.

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.

Libois, J. (2013). La part sensible de l’acte. Présence au quotidien en éducation sociale. Genève : Editions ies.

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.

Organisation des Nations Unies – Droits humains (s.d.). Convention relative aux droits des personnes handicapées et Protocole facultatif. Consulté le 15.04.2019 sur https://www.un.org/disabilities/documents/convention/convoptprot-f.pdf

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.

Puchta, A. & Potter, J. (2004). Focus Group Practice. London : SAGE.

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. (1997). Community living-unit size, staff presence, and residents’ choice-making. Mental retardation, 35(1), 1-9.

Stancliffe, R. J. (2001). Living with support in the community : Predictors of choice and self-determination. Mental retardation and developmental disabilities research reviews, (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, (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.

Unapei. (2009). L’information pour tous. Règles européennes pour une information facile à lire et à comprendre. Consulté le 18.04.2019 sur http://www.unapei.org/IMG/pdf/Guide_ReglesFacileAlire.pdf

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

Vygotski, L. (1986). Pensée et langage. Paris : Messidor / Editions Sociales.

Walmsley, J. (2001). Normalisation, emancipatory research and inclusive research in learning disability. Disability & society, 16 (2), 187-205.

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.

© Éditions ies, 2020

Conditions d’utilisation : http://www.openedition.org/6540

Rechercher dans OpenEdition Search

Vous allez être redirigé vers OpenEdition Search