Apprendre à lire avec une déficience intellectuelle et des besoins complexes en communication
Stratégies d’enseignement et ressources pédagogiques
DOI:
https://doi.org/10.57161/r2024-03-06Schlagworte:
Unterstützte Kommunikation (UK), kognitive Beeinträchtigung, Lesen, SonderschulunterrichtAbstract
Cet article présente les adaptations à apporter à un enseignement phonique de la lecture pour que les élèves avec une déficience intellectuelle et des besoins complexes en communication puissent acquérir des compétences en lecture. Il synthétise les connaissances actuelles issues de la recherche et illustre leur mise en pratique concrète à l’aide de ressources développées dans le cadre du projet ELODI-II financé par le Fonds national suisse (FNS).
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Copyright (c) 2024 Rachel Sermier Dessemontet, Anne-Françoise De Chambrier, Catherine Martinet
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