Supporting a child with autism in the discovery of orthography: Tutelage-oriented voluntary harmony as a mode of pedagogical intervention (notice n° 143570)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 01523cam a2200217 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112023718.0 |
| 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 | Binisti, Patrick |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Supporting a child with autism in the discovery of orthography: Tutelage-oriented voluntary harmony as a mode of pedagogical intervention |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2017.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 58 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | How, in a pedagogical context, can we best mobilize the autistic subject’s competences? From a socio-constructivist perspective, the author shares with us a concrete case related to the discovery of orthography. From this case he infers the advantages of a “tutelage-oriented voluntary harmony.” Relying on an “active withdrawal” approach, the learner is placed at the center of a learning process within which the teacher fully accepts the encounter with the emotional, perceptive, sensory and cognitive particularities specific to the autistic subject. Eventually, a genuine situation of cooperation and educative co-construction occurs, in which the learner herself understands that she is learning. More specifically, in this case, the author gives pride of place to Bonin’s orthographic autonomy hypothesis. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | autism |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | spelling |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | socio-constructivist approach |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Cahiers de PréAut | o 14 | 1 | 2017-12-18 | p. 25-64 | 1767-3151 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-cahiers-de-preaut-2017-1-page-25?lang=en">https://shs.cairn.info/journal-cahiers-de-preaut-2017-1-page-25?lang=en</a> |
Pas d'exemplaire disponible.
Réseaux sociaux