Alter-European Journal of Disability Research最新文献

{"title":"CV2 - Editorial Board","authors":"","doi":"10.1016/S1875-0672(20)30061-4","DOIUrl":"https://doi.org/10.1016/S1875-0672(20)30061-4","url":null,"abstract":"","PeriodicalId":45156,"journal":{"name":"Alter-European Journal of Disability Research","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S1875-0672(20)30061-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136922167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can we perform like “super-cripples” during this challenging pandemic? Opportunities for disabled people working in academia","authors":"Nadia Ahmed","doi":"10.1016/j.alter.2020.06.008","DOIUrl":"10.1016/j.alter.2020.06.008","url":null,"abstract":"","PeriodicalId":45156,"journal":{"name":"Alter-European Journal of Disability Research","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.alter.2020.06.008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38301603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"After higher education: exploring the transition to employment for graduates with disabilities","authors":"Rosa Bellacicco ,&nbsp;Marisa Pavone","doi":"10.1016/j.alter.2020.03.002","DOIUrl":"10.1016/j.alter.2020.03.002","url":null,"abstract":"<div><p>Since the 1990s, the number of people with disabilities enrolled in tertiary education has gradually increased. However, they still face obstacles to graduation (longer paths, lower success rates) and in their transition into the labour market. Framed in the complex issue of profitability of tertiary education, the purpose of this article is to analyze the employment status of graduates with disabilities and the influence of some demographic and academic factors, as well as the use of the local employment services, on their post-university outcomes. A secondary analysis was performed on data related to the academic and professional careers of 241 graduates with disabilities from a large university in northern Italy between 2012 and 2016. The results of the survey (carried out from 1 to 5 years after graduation) suggest that the contact with the employment services plays a significant role in improving employment rates, even if the latter are low, and the gap with peers without disabilities remains. Moreover, some patterns emerge in the outcome analysis: on the one hand, for example, the diffusion of part-time work and of a mismatch between the qualification and the job position achieved, especially for humanities/social science degrees; on the other, getting a job in a relatively short time as well as greater job opportunities for women.</p></div><div><p>Depuis les années 1990, le nombre de jeunes handicapés inscrits à des parcours de formation universitaire a progressivement augmenté. Toutefois ces étudiants rencontrent encore des obstacles pour obtenir leur diplôme (parcours plus longs, taux de réussite plus bas) et moins d’opportunités d’accès au travail par rapport à leurs pairs non handicapés. À partir des connaissances sur la question complexe de la rentabilité des études universitaires pour l’insertion à l’emploi, l’objectif de cet article est d’analyser la situation professionnelle des diplômés handicapés et quels facteurs démographiques, liés à la formation universitaire et à l’utilisation des services de l’emploi ont des conséquences sur l’insertion professionnelle. On a mené une analyse secondaire des données relatives aux carrières académiques et professionnelles de 241 diplômés handicapés dans une grande université du Nord de l’Italie de 2012 à 2016. Les résultats de l’enquête (menée entre un et cinq ans après la sortie de l’enseignement supérieur) suggèrent que, dans le passage au monde professionnel, le contact avec les services de l’emploi joue un rôle significatif dans l’amélioration des résultats de la recherche d’emploi, même si les chances pour les diplômés ayant des incapacités sont inférieures et l’écart demeure par rapport à celles des étudiants non handicapés. De plus, certaines tendances se dégagent dans l’analyse: d’un côté, par exemple, la fréquence de l’emploi à temps partiel et le déclassement (surtout dans les sciences humaines and sociales) ; de l’autre côté, l’accès à l’emploi en relativement peu de temps e","PeriodicalId":45156,"journal":{"name":"Alter-European Journal of Disability Research","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.alter.2020.03.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80724572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COVID-19 : handicaps, perte d’autonomie et aides humaines. Difficultés et tensions des gestes barrières et des équipements de protection individuelle à domicile","authors":"Cyril Desjeux","doi":"10.1016/j.alter.2020.06.015","DOIUrl":"10.1016/j.alter.2020.06.015","url":null,"abstract":"","PeriodicalId":45156,"journal":{"name":"Alter-European Journal of Disability Research","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.alter.2020.06.015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38301604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Handicapés et confinés en résidence universitaire : des étudiants oubliés, à l’épreuve de « la continuité pédagogique »","authors":"Étienne Douat","doi":"10.1016/j.alter.2020.06.006","DOIUrl":"10.1016/j.alter.2020.06.006","url":null,"abstract":"<div><p>The health crisis due to the outbreak of Coronavirus since the beginning of 2020 has strongly exposed the effect of decades of public service cuts in France, especially in the fields of education or health. Although the French President has recently declared that the living conditions of people with disabilities were a “national priority”, this issue has not been addressed by public authorities while managing the current crisis. This article analyses and helps to understand the situation of young people with disabilities living in student residences in lockdown for about two months, an issue that has been overlooked. The case study is based on a series of interviews with Joseph, a blind Master's student, and some of his relatives. It looks back on Joseph's experience and academic career, his living conditions in lockdown, his difficulties in coping with distance learning, as well as the resources and support he gets to be able to live and get through.</p></div>","PeriodicalId":45156,"journal":{"name":"Alter-European Journal of Disability Research","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.alter.2020.06.006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38301602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promouvoir la santé des personnes en situation de handicap : la place de l’expertise de terrain","authors":"Christine Ferron","doi":"10.1016/j.alter.2020.06.001","DOIUrl":"10.1016/j.alter.2020.06.001","url":null,"abstract":"<div><p>Depuis environ une décennie, les acteurs du champ du handicap sont incités, voire contraints, à s’inscrire dans une démarche « <em>evidence based</em> » pour élaborer leurs projets, c’est-à-dire à appliquer sur le terrain des méthodes dont l’efficacité aura été démontrée avec un niveau de preuve élevé, dont la transférabilité aura été vérifiée par une recherche ad hoc, et qui auront fait l’objet de publications scientifiques. Cette exigence soulève plusieurs problèmes : ces méthodes, qui relèvent plus souvent de la prévention que de la promotion de la santé et sont décrites de manière trop succincte dans les revues, ne sont applicables que dans des contextes très précis et sont difficilement adaptables. La mise en œuvre d’une promotion de la santé de qualité nécessite une ouverture vers les résultats de recherches interventionnelles, d’évaluations réalistes, de recherches participatives, mais aussi des capitalisations d’expériences, des rapports d’évaluation, des recensements de pratiques prometteuses, des référentiels de terrain. Cela s’avère particulièrement vrai pour les projets avec les populations en situation de handicap, pour lesquelles très peu de données issues de la littérature scientifique sont disponibles.</p></div><div><p>For about a decade, actors in the field of disability have been encouraged, sometimes forced, to apply an “evidence based” approach to develop their projects, i.e. to use field methods whose effectiveness has been demonstrated with a high level of evidence, whose transferability has been verified through research works, and which have been the subject of scientific publications. This requirement raises several problems: these methods, which are more often in the scope of prevention than health promotion and are too succinctly described in reviews, are only applicable in very specific contexts and are difficult to adapt. The implementation of quality health promotion requires an open approach. It must be based on the results of intervention research, realistic evaluation, participatory research, and capitalization of experiences, evaluation reports, promising practices and field benchmark. This is particularly true for projects concerning people with disabilities, for which very little data from the scientific literature is available.</p></div>","PeriodicalId":45156,"journal":{"name":"Alter-European Journal of Disability Research","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.alter.2020.06.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77727048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How are norms challenged by disabilities? Alter Conference EHESP, Rennes, 8–9 April 2021 Call for papers","authors":"","doi":"10.1016/j.alter.2020.06.002","DOIUrl":"10.1016/j.alter.2020.06.002","url":null,"abstract":"","PeriodicalId":45156,"journal":{"name":"Alter-European Journal of Disability Research","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.alter.2020.06.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89083179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction of a new rubric: “Crises and Disability: Issues, debates, experiences”","authors":"Michel Desjardin ,&nbsp;Jean-Sébastien Eideliman ,&nbsp;Emmanuelle Fillion ,&nbsp;Jean-François Trani ,&nbsp;Myriam Winance","doi":"10.1016/j.alter.2020.06.003","DOIUrl":"10.1016/j.alter.2020.06.003","url":null,"abstract":"","PeriodicalId":45156,"journal":{"name":"Alter-European Journal of Disability Research","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.alter.2020.06.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38301601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"Marie-Victoire Bouquet","doi":"10.1016/j.alter.2020.05.001","DOIUrl":"10.1016/j.alter.2020.05.001","url":null,"abstract":"","PeriodicalId":45156,"journal":{"name":"Alter-European Journal of Disability Research","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.alter.2020.05.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79031231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La qualité de l’éducation inclusive en Italie : le regard des enseignants en formation sur l’inclusion scolaire des élèves ayant des besoins éducatifs particuliers","authors":"Alessio Covelli,&nbsp;Lucia de Anna","doi":"10.1016/j.alter.2020.04.002","DOIUrl":"10.1016/j.alter.2020.04.002","url":null,"abstract":"<div><p>The evaluation of the quality of the processes of educational and social inclusion of people with disabilities is considered a key element in the improvement of their living conditions. The research presented here is part of the analyses carried out in Italy and abroad on the identification of indicators and categories able to provide a representative picture of the processes of school inclusion by assessing the strengths and weaknesses of the system in local contexts. Assessing the quality of inclusive education is complex because the contextual aspects of educational interventions cannot be ignored. In a research-action approach, the study analyses the Italian situation in the regions of Lazio and Campania through the point of view of 291 specialized teachers or in the process of specialization in the support of pupils with special educational needs. Their evaluations, based on a scale from 1 (insufficient) to 5 (excellent), were obtained through a structured questionnaire that collects their opinions on cultural and educational aspects, on management, organisational and collaborative activities between teachers, school directors, local authorities and families, and finally on elements of a pedagogical and didactic nature necessary for quality school inclusion. The descriptive and inferential statistical analysis of the aggregate data sketches a school whose strength in terms of inclusion lies in pedagogical and didactic planning. On the other hand, collaborative aspects, especially synergies between schools and local authorities, are pointed out and hinder effective co-planning of different types of support. These results therefore argue in favour of a systematization of integrated networks of support services for all pupils with special educational needs. Regarding training, teachers generally have a negative view of in-service training, which should be deepened and extended to all categories of teachers. The article concludes on the need to promote the development and systematization of qualitative research and documentary collections on good practices of inclusive education in schools.</p></div>","PeriodicalId":45156,"journal":{"name":"Alter-European Journal of Disability Research","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.alter.2020.04.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81198254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}