Introduction: The conceptual overhaul of inclusive schooling, based on the notion of accessibility, raises new questions about access to knowledge for pupils who are institutionally recognised as having a disability (Ebersold, 2023). In the French context of the '2023-2027 National Strategy for Neurodevelopmental Disorders', the conditions for the inclusion of pupils with Attention Deficit or Hyperactivity Disorder (ADHD) need to be documented. Indeed, how these pupils make sense of and appropriate their accommodations remains largely unexplored. Objective: This study aims to understand how these children perceive the educational accommodations offered to them, using a qualitative and exploratory methodology. Method: Fifteen children aged 9 to 11 (4 girls/11 boys) in years five and six and institutionally recognised as having a disability due to ADHD were interviewed. Their views were gathered through a participatory photography workshop inspired by Photovoice (Wang & Burris, 1997), conducted in pairs with a classmate of their choice (M = 15 photos) and a semi-structured individual interview. An inductive thematic analysis assisted by N'Vivo (QSR International, V.12) was conducted. Results: Two core themes emerged: (1) universal accommodations are perceived as supporting accessibility to learning, as can be used flexibly and without stigma; (2) individualised accommodations are perceived as ambivalent, particularly when manifested in human assistance: between effective support, visibility of difference and potential distancing from the educational relationship. Conclusion: Prioritising contextualised universal accommodations and the educational coordination of the teaching assistants appears necessary to promote the accessibility of knowledge and the autonomy of these pupils.
Satisfaction of Life is viewed like a subjective evaluation of the aging process (successful or not), it seems interesting to question the cause of the individual differences observed in elderly. Do aged who express the most life satisfaction have different personality profiles or cognitive reserve components? Our sample is 85 people aged 60 to 90 (m = 72.8 years) cognitively preserved (MMSE between 26 and 30; mean = 28.8, standard deviation = 1.23). Our results show an effect of age on SoL entirely mediated by the number of physical activities. Years of schooling are an indirect effect variable. CSP, social leisure, O and C are determinants.
Introduction and objective: Building on the idea that there would be in France a "culture of protest" in line with low system justification, the main purpose of this paper was to test the hypothesis that challenging the political system could be socially valued. Method: To meet this goal, we conducted two studies using the judge paradigm (study 1) and the self-presentation paradigm (study 2). In the first study, participants were asked to judge a target presented as challenging or endorsing the political system on social utility and social desirability. In the second study, participants had to complete a political justification system scale to give a good or bad image of themselves in a context of social desirability or social utility. Results: Our results suggest that people who challenge the political system are judged more positively but are perceived as less likely to succeed (study 1). In the same vein, when asking to show a good image of themselves, people tend to challenge the political system, but this is only the case in a close relationship, not in a professional one (study 2). Conclusion: These results suggest that contesting the political system could be socially valued, especially in terms of social desirability.
Introduction: Hypersensitivity is a personality trait characterized by heightened sensitivity to emotional and sensory stimuli, and is receiving increasing attention in scientific research. A growing number of studies highlight the emotional, cognitive and social particularities of hypersensitive individuals, but the relationship with spirituality has yet to be explored in depth. Objectif: The objective of this research is to explore the links between spirituality and life satisfaction in hypersensitive adults. Method: To avoid various biases around the term "spirituality" we used an implicit approach. Implicit spirituality consists of questioning the spirituality of people from the dimensions that constitute it but without using the term spirituality. From a sample of 1045 adults, mostly students, four questionnaires were assembled and used to evaluate: the level of sensitivity (HPSP), life satisfaction (SWLS), implicit spirituality (STS) and spiritual practices (SPC). The data were analyzed using a moderation test. Results: The results show that life satisfaction is correlated with spiritual practices. Discussion: This tends to show that an individual with several types of so-called "spiritual" practices has a higher life satisfaction than a person who has little recourse to these same practices in their daily life, thus offering avenues for more appropriate support for this suffering population. Conclusion: The conclusion of this research highlights the importance of increased attention to the spirituality of hypersensitive adults, particularly at the level of practices.
Introduction La polysémie et le sens figuré constituent un défi majeur pour les élèves, car ils requièrent une désambiguïsation sémantique mobilisant la flexibilité cognitive. Objectif L’objectif de cette étude est de mesurer l’efficacité d’un dispositif pédagogique expérimental sur les performances de compréhension et de production d’expressions polysémiques et de sens figuré chez des élèves de sixième. Dans ce dispositif, la flexibilité cognitive est envisagée comme une propriété fonctionnelle des processus langagiers mobilisés lors de la désambiguïsation sémantique (et non pas comme une fonction exécutive générale). Méthode Deux groupes d’élèves ont été constitués (n=122). Le groupe expérimental a suivi un enseignement de quatre semaines centré exclusivement sur des jeux flexibles de langage – tâches de switching, de pensée divergente et de bascule attentionnelle – appliqués à des mots polysémiques. Le groupe contrôle a reçu un enseignement traditionnel portant sur le même matériel linguistique. Un pré-test et deux post-tests (immédiat et différé) ont évalué trois indicateurs de performance : la compréhension et la production de mots polysémiques, la compréhension et la production d’expressions de sens figuré, et la maîtrise des définitions conceptuelles (polysémie, sens figuré). Résultats Les résultats révèlent une progression significativement supérieure du groupe expérimental sur l’ensemble de ces indicateurs, quand bien même aucun enseignement explicite des définitions n’avait été dispensé dans le groupe expérimental. Ces effets se maintiennent au post-test différé, attestant d’une consolidation durable des apprentissages, là où le groupe contrôle présente une régression proche de son niveau initial. Conclusion Le groupe expérimental s’est montré significativement plus performant sur l’ensemble des indicateurs évalués, polysémie, sens figuré et tâches définitoires, en l’absence de tout enseignement explicitement consacré aux définitions.
