DFICIENCE INTELLECTUELLE
VOLUME 15, NUMRO 2, 173-186
Depuis ces dernires dcennies, tant les chercheurs que des professionnels et des parents ont relev
limportance dune finalit pouvant orienter laccompagnement de projets de vie dadultes
prsentant un retard mental : lautodtermination. Comment le processus dautorgulation participe
t-il au dveloppement de lautodtermination ? Cet article propose un cadrage conceptuel de
lautorgulation li au fonctionnement des personnes prsentant des incapacits intellectuelles ; par
ailleurs, il soulve un questionnement mthodologique quant aux outils dvaluation de
lautorgulation, pouvant intresser tant les chercheurs que les praticiens dsireux dinitier des
recherches-actions ce propos. En effet, des implications lies laccompagnement de ces adultes
pourraient sen dgager.
Whitman (1990a et b) suggre que lautorgulation Ces stratgies de gestion de soi ou self-
implique un systme complexe de rponses management impliquent que la personne procde
permettant aux personnes dexaminer leurs l'observation de soi, l'valuation de soi, au renfor-
environnements et leurs rpertoires de rponses. Et cement de soi et l'instruction de soi (Agran, 1997).
ce, afin que les personnes puissent :
Observation de soi, auto-observation
prendre des dcisions quant la manire dagir
dans ces environnements ; Les personnes doivent tre capables d'observer,
d'estimer leurs propres comportements. L'observa-
valuer ladquation de leurs actions ; tion de soi est influence par les environnements, la
perception des autres mais peut aussi tre fausse par
et rviser leurs planifications, si ncessaire. une perception trop ngative ou trop positive de ses
comptences. Les personnes, capables de s'apprcier
comme personnes indpendantes dans leur prise en
Au Qubec, Lachapelle et Boisvert (2000) ont Il sagit dun programme dvelopp pour
impliqu six adolescents et jeunes adultes prsentant promouvoir lautodtermination et la rsolution de
des inca-pacits intellectuelles dans la dmarche de problmes (Agran et al., 1989 ; Mithaug et al.,
leur Plan dIntervention Individualis en leur 1988). Et ce, suite lobservation du fait que de
offrant le soutien ncessaire grce lutilisation du nombreux apprenants chouaient dans leurs
matriel pdagogique Cest lavenir de qui, aprs programmes de transition car ils navaient pas eu
tout? (Lachapelle et al., 1998a, b, 1999a, b) pour assez dautonomie et doccasions de devenir un
dvelopper leur niveau dautodtermination. Ltude membre actif dans le processus de dcision de leur
montre que les effets positifs les plus importants propre apprentissage. Ce modle cherche donner
suite la participation de ce programme se manifes- plus de pouvoir aux apprenants et leur apprendre
tent au niveau de lautorgulation et de lempower- tre leur propre avocat et prendre leurs propres
ment psychologique. La nette amlioration observe dcisions (Martin & Marshall, 1997). Le programme
pour lautorgulation (habilets identifier les com- dcrit de manire oprationnelle lautocontrle et
posantes dune situation, valuer cette situation en lautorgulation pour les tudiants en priode de
fonction dun jugement personnel et anticiper les
From several decades, both researchers, professionnals and parents have underlined a significant
finality in the accompaniment of life projects of mentally retarded adults : autodetermination. How
self regulations process should contribue to the development of autodetermination? This article
propose a conceptual approach of self-regulation especially for adults mentally retarded and also a
methodological approach based on evaluation; both are useful for researchers and professionnals who
wanted to iniate research action about self-regulation.
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