Comment l'ordinateur peut-il devenir un outil de compensation efficace de la dysgraphie pour la scolarité ? (notice n° 128914)
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| fixed length control field | 02375cam a2200277 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112015807.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Guillermin, Anne-Laure |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Comment l'ordinateur peut-il devenir un outil de compensation efficace de la dysgraphie pour la scolarité ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2012.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 62 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Lorsque la dysgraphie de l’enfant est telle qu’elle entrave le bon déroulement de sa scolarité, il est tout à fait légitime de proposer l’ordinateur comme outil de compensation. Néanmoins, son utilisation nécessite un apprentissage et une réorganisation pratique et matérielle qui peuvent s’avérer complexes.Or, il est indispensable que cet outil ne mette pas l’enfant en situation de surhandicap.Après s’être assuré de la motivation de l’enfant et de la coopération des différents partenaires, l’ergothérapeute va donc configurer l’ordinateur pour qu’il corresponde aux besoins de l’élève en situation scolaire. Parallèlement, il accompagnera l’enfant dans l’apprentissage de la frappe au clavier puis il lui proposera des mises en situation pratiques au travers d’exercices scolaires afin d’automatiser cet apprentissage. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | When the child’s disgraphia is so serious that it impedes normal schooling, suggesting the use of a computer as an aid tool seems perfectly right. However, this requires learning along with practical and material reorganisation that can turn out to be complex.Yet, this tool should not emphasize on the child’s disability.The occupational therapist must make sure of the child’s motivation and of the cooperation of all concerned parties. Then, he will setup the computer so that it meets the pupil’s needs at school. At the same time, he will help the child learn keyboard typing and will provide practical cases through school exercises in order to systematize this knowledge. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ergothérapeute |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | dysgraphie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ordinateur |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | scolarité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | occupational therapist |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | schooling |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | disgraphia |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | computer |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Leveque-Dupin, Sophie |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Développements | 12 | 3 | 2012-05-02 | p. 25-31 | 2103-2874 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-developpements-2012-3-page-25?lang=fr">https://shs.cairn.info/revue-developpements-2012-3-page-25?lang=fr</a> |
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