Soutenir l’usage des aides technologiques par les élèves dyslexiques dans un contexte inclusif (notice n° 383392)
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| fixed length control field | 03181cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250119024605.0 |
| 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 | Bacquelé, Vanessa |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Soutenir l’usage des aides technologiques par les élèves dyslexiques dans un contexte inclusif |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2016.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 47 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | L’utilisation des outils numériques au sein de l’École est devenue une possibilité de promouvoir l’accessibilité des apprentissages pour les élèves en situation de handicap. La situation des élèves dyslexiques à qui on attribue des aides technologiques pour accéder au langage écrit, interroge profondément les enseignants sur l’éventail de leurs compétences et l’indispensable évolution de leurs pratiques. Les données recueillies auprès d’élèves, de parents et d’enseignants à travers des questionnaires et lors d’entretiens, permettent de rendre compte de l’usage de ces outils par les élèves dans le cadre de la classe et de présenter ce qui freine la mise en œuvre de leurs projets de compensation. À partir de ces expériences de terrain se dessinent alors les contours d’une formation des enseignants qui développerait les démarches susceptibles de promouvoir au sein de la classe le respect des singularités de chacun au service d’une cohésion et d’une appartenance au groupe. Elle conduirait aussi les enseignants à modifier certaines habitudes pédagogiques non plus pour les adapter mais pour les transformer voire développer un autre cadre de références assorti d’une nouvelle expertise. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The use of digital tools within schools has become a way of promoting the access to learning by handicapped students. The situation of dyslexic pupils, given technological tools that help them write, questions teachers as to their skills and as to the evolution of their practice. Data collected with students, parents, and teachers through questionnaires and interviews shows the use the pupils put these tools to in class, as well as how their strategies to compensate their handicaps can find themselves resisted. These field studies suggest how teachers can be trained to develop methods that would promote within the classroom the respect of individual characteristics while enhancing collective cohesion and belonging. Such training would lead teachers to modify some of their teaching practices no longer with the idea of adapting them but with that of transforming them or developing a new type of expertise. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éducation inclusive |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | apprentissage assistépar ordinateur |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | enseignant |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | accessibilité pour les personnesen situation de handicap |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | difficulté d’apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | computer assisted learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning difficulties |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | accessibility for handicappedindividuals |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | inclusive education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teacher |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Carrefours de l'éducation | 42 | 2 | 2016-11-21 | p. 133-153 | 1262-3490 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-carrefours-de-l-education-2016-2-page-133?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-carrefours-de-l-education-2016-2-page-133?lang=fr&redirect-ssocas=7080</a> |
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