Training-support methods and conditions favorable to the transformation of school staff practices in terms of individualized education plans

Training-support methods and conditions favorable to the transformation of school staff practices in terms of individualized education plans

• Marie-Pier Duchaine, Université Laval, Canada

• Nancy Gaudreau, Université Laval, Canada

• Claudia Verret, Université du Québec à Montréal, Canada

• Marie-France Nadeau, Université de Sherbrooke, Canada

• Vincent Bernier, Université du Québec à Montréal, Canada

• Line Massé, Université du Québec à Trois-Rivières, Canada

• Jean-Yves Bégin, Université du Québec à Trois-Rivières, Canada

doi : https://dx.doi.org/10.18162/fp.2024.875

Résumé

The commitment and participation of Quebec school staff in a professional development process can be influenced by a number of factors. Drawing on the voices of those primarily concerned, this article aims to document the perceptions of school staff regarding the training-accompaniment methods to be favored and the conditions to be implemented to facilitate the appropriation and implementation of the «I Have MY IEP!» approach, focused on student self-determination, in school environments. Using a qualitative research design, fifteen group interviews were conducted with school staff and trainers who had participated in the experimentation of this approach in their respective school settings. The results provide several recommendations for training and coaching school staff.

Abstract

The commitment and participation of Quebec school staff in a professional development process can be influenced by a number of factors. Drawing on the voices of those primarily concerned, this article aims to document the perceptions of school staff regarding the training-accompaniment methods to be favored and the conditions to be implemented to facilitate the appropriation and implementation of the «I Have MY IEP!» approach, focused on student self-determination, in school environments. Using a qualitative research design, fifteen group interviews were conducted with school staff and trainers who had participated in the experimentation of this approach in their respective school settings. The results provide several recommendations for training and coaching school staff.