{"id":3942,"date":"2021-11-16T09:46:55","date_gmt":"2021-11-16T08:46:55","guid":{"rendered":"https:\/\/edu.ge.ch\/site\/capintegration\/?page_id=3942"},"modified":"2023-12-18T14:10:29","modified_gmt":"2023-12-18T13:10:29","slug":"suggestions-pedagogiques-tda-h","status":"publish","type":"post","link":"https:\/\/edu.ge.ch\/site\/capintegration\/suggestions-pedagogiques-tda-h\/","title":{"rendered":"Conseils p\u00e9dagogiques pour les \u00e9l\u00e8ves porteurs d&rsquo;un TDA\/H"},"content":{"rendered":"<p><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start fusion-flex-content-wrap\" style=\"max-width:1768px;margin-left: calc(-4% \/ 2 );margin-right: calc(-4% \/ 2 );\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_1 1_1 fusion-flex-column\" style=\"--awb-bg-size:cover;--awb-width-large:100%;--awb-margin-top-large:0px;--awb-spacing-right-large:1.92%;--awb-margin-bottom-large:0px;--awb-spacing-left-large:1.92%;--awb-width-medium:100%;--awb-spacing-right-medium:1.92%;--awb-spacing-left-medium:1.92%;--awb-width-small:100%;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-text fusion-text-1\"><p align=\"justify\">Pour \u00e9viter l\u2019\u00e9chec scolaire des \u00e9l\u00e8ves porteurs d\u2019un TDA\/H, il est bon que l\u2019enseignant connaisse la nature des difficult\u00e9s que ceux-ci rencontrent en classe. Une pratique p\u00e9dagogique ad\u00e9quate permet en effet de pallier nombre de ces difficult\u00e9s\u00a0; elle appuie la r\u00e9ussite scolaire des \u00e9l\u00e8ves concern\u00e9s et peut leur redonner confiance en leurs capacit\u00e9s cognitives.<\/p>\n<p align=\"justify\">Les conseils p\u00e9dagogiques suivants sont de nature \u00e0 aider l\u2019enseignant \u00e0 mieux prendre en compte les besoins des \u00e9l\u00e8ves concern\u00e9s. Ils peuvent \u00e9galement \u00eatre profitables \u00e0 l\u2019ensemble des \u00e9l\u00e8ves d\u2019une classe et plus particuli\u00e8rement \u00e0 ceux qui rencontrent des difficult\u00e9s d\u2019apprentissage\u00a0; de ce fait ils font le plus souvent d\u00e9j\u00e0 partie des outils p\u00e9dagogiques de l\u2019enseignant.<\/p>\n<h4>Attitudes p\u00e9dagogiques<\/h4>\n<ul class=\"spip\">\n<li>soutenir l\u2019\u00e9l\u00e8ve, c\u2019est avant tout poser sur lui un regard positif\u00a0;<\/li>\n<li>dire et montrer \u00e0 l\u2019\u00e9l\u00e8ve que l\u2019on a compris ses difficult\u00e9s et qu\u2019elles seront prises en compte dans la mesure du possible\u00a0;<\/li>\n<li>structurer les routines de la vie scolaire et essayer d\u2019avoir le plus de stabilit\u00e9 possible (horaires, gestion des rempla\u00e7ants, \u2026)\u00a0;<\/li>\n<li>valoriser l\u2019\u00e9l\u00e8ve et le responsabiliser dans le domaine o\u00f9 il se sent performant et \u00e0 l\u2019aise.<\/li>\n<\/ul>\n<h4>Gestion d\u2019un comportement d\u00e9bordant<\/h4>\n<ul class=\"spip\">\n<li>montrer de la \u00ab\u00a0fermet\u00e9 bienveillante\u00a0\u00bb\u00a0: encourager et relever les points positifs, tol\u00e9rer les d\u00e9bordements mineurs, tout en sanctionnant de mani\u00e8re ferme et appropri\u00e9e les comportements inad\u00e9quats\u00a0;<\/li>\n<li>convenir avec lui de signaux discrets pour lui signaler des comportements inad\u00e9quats sans attirer l\u2019attention des pairs\u00a0;<\/li>\n<li>dans la mesure du possible, avoir une action pr\u00e9ventive, par exemple, en donnant \u00e0 l\u2019\u00e9l\u00e8ve l\u2019occasion de bouger pendant les cours (se lever pour chercher un livre, aller au tableau, voire quitter la salle pour aller faire quelques pas \u2026) et pendant les r\u00e9cr\u00e9ations\u00a0;<\/li>\n<li>\u00eatre disponible et ne pas oublier que l\u2019\u00e9l\u00e8ve ne \u00ab\u00a0fait pas expr\u00e8s\u00a0\u00bb\u00a0;<\/li>\n<li>mettre en place, si n\u00e9cessaire un coaching cibl\u00e9.<\/li>\n<\/ul>\n<h4>Organisation de la classe, du travail et consignes<\/h4>\n<ul class=\"spip\">\n<li>r\u00e9duire les distractions ext\u00e9rieures, par exemple, en pla\u00e7ant l\u2019\u00e9l\u00e8ve pr\u00e8s du bureau de l\u2019enseignant, \u00e9loign\u00e9 d\u2019une fen\u00eatre, etc.\u00a0;<\/li>\n<li>aider l\u2019\u00e9l\u00e8ve dans l\u2019organisation de son travail, veiller \u00e0 en expliciter le but et, le cas \u00e9ch\u00e9ant, fractionner la t\u00e2che en \u00e9tapes successives\u00a0;<\/li>\n<li>proposer des strat\u00e9gies de travail\u00a0: surligner, reformuler une consigne, mettre en \u00e9vidence les mots cl\u00e9s\u00a0;<\/li>\n<li>r\u00e9partir les devoirs sur tous les jours de la semaine\u00a0;<\/li>\n<li>solliciter l\u2019attention visuelle de l\u2019\u00e9l\u00e8ve lors de la transmission de consignes\u00a0;<\/li>\n<li>donner des consignes claires, br\u00e8ves et pr\u00e9cises, et s\u2019assurer que celles-ci sont bien comprises.<\/li>\n<\/ul>\n<h4>Outils p\u00e9dagogiques<\/h4>\n<ul class=\"spip\">\n<li>structurer clairement les exercices et les \u00e9valuations, mettre en \u00e9vidence les \u00e9l\u00e9ments importants\u00a0;<\/li>\n<li>compl\u00e9ter des explications verbales par des supports et r\u00e9f\u00e9rents visuels ou \u00e9crits et vice versa\u00a0;<\/li>\n<li>construire un aide-m\u00e9moire pour une relecture multiple par objectif, etc\u00a0;<\/li>\n<li>encourager l\u2019\u00e9l\u00e8ve \u00e0 recourir \u00e0 une verbalisation int\u00e9rieure pour r\u00e9aliser des t\u00e2ches plus complexes et se rappeler des \u00e9tapes \u00e0 suivre (p.ex. premi\u00e8rement, je dois \u2026, ensuite \u2026).<\/li>\n<\/ul>\n<p>Les troubles s\u2019accentuent souvent lorsque la t\u00e2che scolaire est difficile, longue, r\u00e9p\u00e9titive ou ennuyeuse, et lorsque l\u2019\u00e9l\u00e8ve est peu encadr\u00e9. La collaboration avec les parents s\u2019av\u00e8re pr\u00e9cieuse. Ne pas h\u00e9siter \u00e0 partager ses difficult\u00e9s avec ses coll\u00e8gues, voire avec des professionnels de la sant\u00e9.<\/p>\n<\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start fusion-flex-content-wrap\" style=\"max-width:1768px;margin-left: calc(-4% \/ 2 );margin-right: calc(-4% \/ 2 );\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_1_1 1_1 fusion-flex-column en-savoir-plus\" style=\"--awb-padding-top:15px;--awb-padding-right:30px;--awb-padding-bottom:15px;--awb-padding-left:30px;--awb-overflow:hidden;--awb-bg-color:rgba(182,191,218,0.3);--awb-bg-color-hover:rgba(182,191,218,0.3);--awb-bg-size:cover;--awb-border-radius:20px 20px 20px 20px;--awb-width-large:100%;--awb-margin-top-large:50px;--awb-spacing-right-large:1.92%;--awb-margin-bottom-large:20px;--awb-spacing-left-large:1.92%;--awb-width-medium:100%;--awb-order-medium:0;--awb-spacing-right-medium:1.92%;--awb-spacing-left-medium:1.92%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-text fusion-text-2\"><h3>En savoir plus<\/h3>\n<ul>\n<li>Ivana MITROVIC, <em>Pratiques p\u00e9dagogiques et TDAH, Pistes de compr\u00e9hension et outils pratiques<\/em>, 2021.<\/li>\n<\/ul>\n<p>Cet ouvrage, qui offre des pistes de compr\u00e9hension du trouble, des outils pratiques inspirants pour la gestion de la classe mais aussi des attitudes \u00e0 adopter par les parents et\/ou enseignants envers les enfants, est \u00e9dit\u00e9 par l&rsquo;Association Suisse romande de Parents d\u00b4Enfants avec D\u00e9ficit d&rsquo;Attention, avec ou sans Hyperactivit\u00e9 (ASPEDAH).<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":36,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[28,39],"tags":[],"class_list":["post-3942","post","type-post","status-publish","format-standard","hentry","category-suggestions-pedagogiques","category-tdah-suggestions-pedagogiques"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - 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