Le défi des outils numériques dans la scolarisation des élèves avec autisme : entre les besoins cognitifs des élèves et les approches pédagogiques des enseignants
The learning difficulties facing students with autism not only require an adaptation of the learning environment, (strategies and tools) but also require a personalized adaptation taking into account the specific skills and needs of students with autism. This personalized adaptation will be inserted...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | fra |
| Published: |
Nantes Université
2015-10-01
|
| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/6748 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1841548402107613184 |
|---|---|
| author | Camelia-Mihaela Dascalu Philippe Garnier |
| author_facet | Camelia-Mihaela Dascalu Philippe Garnier |
| author_sort | Camelia-Mihaela Dascalu |
| collection | DOAJ |
| description | The learning difficulties facing students with autism not only require an adaptation of the learning environment, (strategies and tools) but also require a personalized adaptation taking into account the specific skills and needs of students with autism. This personalized adaptation will be inserted into the collective learning of the class. If many studies have shown the interest of using information and communication technologies (ICT) in education for students with autism, these refer to making digital tools compatible with the teacher’s adapted pedagogical approach, in order for them to be fully employed into school practice. As a matter of fact, far from being a homogenous category, students with autism each have their own particularities, hence the need for information technology tools that are adapted to each pupil’s profile, whilst being in tune with the teacher’s pedagogical style. This article presents a collaborative research between a special teacher and a few researchers, concerning the introduction of a very personalized information technology tool. The grounded theory approach makes the process of inserting the information technology tools into a special teaching for students with autism, more intelligible. |
| format | Article |
| id | doaj-art-673f8fc500654bd9a9dcd6b6b12dda82 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2015-10-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-673f8fc500654bd9a9dcd6b6b12dda822025-01-10T14:05:58ZfraNantes UniversitéRecherches en Éducation1954-30772015-10-012310.4000/ree.6748Le défi des outils numériques dans la scolarisation des élèves avec autisme : entre les besoins cognitifs des élèves et les approches pédagogiques des enseignantsCamelia-Mihaela DascaluPhilippe GarnierThe learning difficulties facing students with autism not only require an adaptation of the learning environment, (strategies and tools) but also require a personalized adaptation taking into account the specific skills and needs of students with autism. This personalized adaptation will be inserted into the collective learning of the class. If many studies have shown the interest of using information and communication technologies (ICT) in education for students with autism, these refer to making digital tools compatible with the teacher’s adapted pedagogical approach, in order for them to be fully employed into school practice. As a matter of fact, far from being a homogenous category, students with autism each have their own particularities, hence the need for information technology tools that are adapted to each pupil’s profile, whilst being in tune with the teacher’s pedagogical style. This article presents a collaborative research between a special teacher and a few researchers, concerning the introduction of a very personalized information technology tool. The grounded theory approach makes the process of inserting the information technology tools into a special teaching for students with autism, more intelligible.https://journals.openedition.org/ree/6748ICT and digitalhandicap and learning disabilities |
| spellingShingle | Camelia-Mihaela Dascalu Philippe Garnier Le défi des outils numériques dans la scolarisation des élèves avec autisme : entre les besoins cognitifs des élèves et les approches pédagogiques des enseignants Recherches en Éducation ICT and digital handicap and learning disabilities |
| title | Le défi des outils numériques dans la scolarisation des élèves avec autisme : entre les besoins cognitifs des élèves et les approches pédagogiques des enseignants |
| title_full | Le défi des outils numériques dans la scolarisation des élèves avec autisme : entre les besoins cognitifs des élèves et les approches pédagogiques des enseignants |
| title_fullStr | Le défi des outils numériques dans la scolarisation des élèves avec autisme : entre les besoins cognitifs des élèves et les approches pédagogiques des enseignants |
| title_full_unstemmed | Le défi des outils numériques dans la scolarisation des élèves avec autisme : entre les besoins cognitifs des élèves et les approches pédagogiques des enseignants |
| title_short | Le défi des outils numériques dans la scolarisation des élèves avec autisme : entre les besoins cognitifs des élèves et les approches pédagogiques des enseignants |
| title_sort | le defi des outils numeriques dans la scolarisation des eleves avec autisme entre les besoins cognitifs des eleves et les approches pedagogiques des enseignants |
| topic | ICT and digital handicap and learning disabilities |
| url | https://journals.openedition.org/ree/6748 |
| work_keys_str_mv | AT cameliamihaeladascalu ledefidesoutilsnumeriquesdanslascolarisationdeselevesavecautismeentrelesbesoinscognitifsdeselevesetlesapprochespedagogiquesdesenseignants AT philippegarnier ledefidesoutilsnumeriquesdanslascolarisationdeselevesavecautismeentrelesbesoinscognitifsdeselevesetlesapprochespedagogiquesdesenseignants |