Que fait-on de l’intelligence autistique ? (notice n° 243447)
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| fixed length control field | 03267cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112065832.0 |
| 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 | Mottron, Laurent |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Que fait-on de l’intelligence autistique ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2010.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 42 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméCet article présente des caractéristiques de l’intelligence autistique et des moyens d’en optimiser le développement dans un cadre scolaire. Les résultats récents ont revu à la baisse la place de la déficience intellectuelle dans l’autisme : une proportion notable d’autiste possède une intelligence fluide intacte, indépendamment de leur niveau expressif verbal. L’intelligence autistique 1. s’exerce sur des systèmes de représentations auquel elle a été longuement exposée, 2. comprend un apprentissage implicite des régularités visuo-spatiales et formelles par exposition, 3. ne progresse pas par d’essais et erreurs, 4. manipule des systèmes de représentations indépendamment de leur fin ou leur utilité sociale. En revanche, elle serait limitée dans la création de solutions dont le problème n’est pas déjà posé sous une forme de représentation. Dans un cadre scolaire, il convient donc de ne pas exercer de coercition pour la réduction des comportements répétitifs, d’évaluer l’enfant avec des questions fermées, de préférer l’obtention du résultat à la capacité de l’expliquer, de préférer l’inventaire de connaissance à la mesure de l’imagination, et de prémunir l’enfant du harcèlement par ses pairs. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | How do we take account of autistic intelligence?This paper presents some characteristics of autistic intelligence, and some practical strategies to optimize its development in educational settings. Recent findings emphasize that intellectual disability in autism may be less common than previously acknowledged. A certain proportion of autistic people possess a typical level of fluid intelligence, independently of their level in expressive language. Autistic intelligence is characterized by 1. relying on representational system to which it has been largely exposed; 2. implicit learning of perceptual and formal regularities; 3. not predominant use of trial and errors; 4. manipulating representational system more independently of their social function. Conversely, it is limited in its ability to create solutions to problems that are not expressed in a representational form. Following these characteristics, one should not attempt at suppressing repetitive behaviours in school settings; closed questions should be preferred to open ones; obtaining a correct result should be preferred to the ability to explain reasoning steps; assessing knowledge should not rely on imagination abilities and autistics students should be protected from bullying. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | perception |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cognition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | autisme |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | intelligence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | perception |
| 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 | cognition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | intelligence |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | 1 | 1 | 2010-03-01 | p. 45-57 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-enfance2-2010-1-page-45?lang=fr">https://shs.cairn.info/revue-enfance2-2010-1-page-45?lang=fr</a> |
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