Inclusion of students with disabilities or social maladjustments or learning difficulties (HDAA):
Better understand the needs for self-determination to promote academic success and perseverance
Even today, the return to regular classes of students with disabilities or social maladjustments or learning difficulties (HDAA) continues to pose a major adjustment challenge for teachers and students themselves.
These students must readapt to normal classroom functioning and learning as well as to new relational codes with peers (social context), while teachers must adjust their pedagogical and class management practices (educational context) to support the academic and social success of these students.
To contribute to reducing these adaptive difficulties, our research project draws on the theory of self-determination and is based on the general hypothesis that an adequate response from the school environment to the satisfaction of self-determination needs (i.e. that is, the feelings of competence, autonomy and belonging) of students with ADHD is decisive for the success of the inclusion of these students and thus, for their well-being, their success and their academic perseverance. .
The project is divided into two studies:
Study 1 uses an explanatory sequential mixed design and aims to determine the moderating effect of student characteristics on the association between educational and social context factors and the level of satisfaction of self-determination needs, success and persistence. school.
Study 2 focuses on students with behavioral problems and examines, based on previously collected longitudinal data, the educational path of these students from primary to the end of secondary school. This new knowledge of the experience of these students and the mechanisms for satisfying the needs for self-determination are essential to adapting the school context to the realities of these students.
Such knowledge will make it possible to propose a theoretical model promoting inclusive education that is both harmonized with the theory of self-determination and with the empirical results of research.
Concretely, this theoretical model could become a common tool and serve as a basis for:
Guide needs assessment (including self-determination) of students with ADHD, rather than focusing solely on screening and capacity assessment,
Build intervention plans integrating the satisfaction of self-determination needs as an objective.
