{"id":707,"date":"2024-02-07T00:49:15","date_gmt":"2024-02-07T00:49:15","guid":{"rendered":"https:\/\/site15.arn1103.uqat.ca\/?p=707"},"modified":"2024-04-07T20:08:01","modified_gmt":"2024-04-07T20:08:01","slug":"6-fevrier-2024","status":"publish","type":"post","link":"https:\/\/site15.arn1103.uqat.ca\/index.php\/2024\/02\/07\/6-fevrier-2024\/","title":{"rendered":"Semaine 1 – Rosalie"},"content":{"rendered":"\n

Les avantages des outils num\u00e9riques<\/strong><\/p>\n\n\n\n

Les outils technologiques sont pour les personnes atteintes d\u2019un trouble du spectre de l\u2019autisme tr\u00e8s b\u00e9n\u00e9fiques \u00e0 plusieurs niveaux. En effet, certaines \u00e9tudes d\u00e9montrent que les enfants apprennent mieux d\u2019un enseignement fait par ordinateur que par un enseignement physique. En plus, elles d\u00e9montrent que l\u2019enfant a plus de motivation dans ses apprentissages et il appr\u00e9cie les davantage. Il y a plusieurs raisons qui peuvent expliquer ce fait, notamment que les t\u00e2ches sur l\u2019ordinateur sont claires et d\u00e9finies. De plus, elles focalisent l\u2019attention et r\u00e9duisent les stimulies sensoriels. De plus, l\u2019utilisation de programme informatique ne demande pas de comp\u00e9tences sociales. Contrairement \u00e0 la communication humaine, l\u2019utilisation d\u2019interfaces repose sur des codes visuels. (C. Grossard et O Grynszpan, 2015, 69 \u00e0 72)\u00a0<\/p>\n\n\n\n

Les d\u00e9savantage des outils num\u00e9rique <\/strong><\/p>\n\n\n\n

Cependant, il est important de prendre en consid\u00e9ration certains d\u00e9savantages, notamment au niveau des risques d\u2019utilisation excessive et de l\u2019isolation sociale que cela pourrait apporter. (C. Grossard et O Grynszpan, 2015, 70)<\/p>\n\n\n\n

Assistance pour la vie quotidienne <\/strong><\/p>\n\n\n\n

Une des difficult\u00e9s souvent rencontr\u00e9e par les enfants atteints du TSA est la planification de l\u2019horaire quotidien. Plusieurs applications ont \u00e9t\u00e9 d\u00e9velopp\u00e9 pour aider l\u2019enfant \u00e0 organiser son emploi du temps \u00e0 l\u2019aide d\u2019un calendrier interactif et imag\u00e9. (C. Grossard et O Grynszpan, 2015, 71)<\/p>\n\n\n\n

Assistance pour le langage <\/strong><\/p>\n\n\n\n

Un des outils qui est tr\u00e8s utile pour une personne ayant un trouble du spectre de l\u2019autisme est celui qui utilise la communication alternative ou augment\u00e9e (CAA).\u00a0\u00a0C\u2019est un outil qui aide la personne \u00e0 s\u2019exprimer oralement. Par exemple, la synth\u00e8se vocale peut \u00e9noncer des mots ou des phrases qui sont associ\u00e9s \u00e0 des images graphiques. Il y a des nombreuses applications qui sont d\u00e9velopp\u00e9es et qui sont facilement accessibles \u00e0 partir de t\u00e9l\u00e9phones mobiles ou de tablettes intelligentes comme Boardmaker ou Proloquo2Go. (C. Grossard et O Grynszpan, 2015, 71-72).<\/p>\n\n\n\n

L\u2019apprentissage<\/strong><\/p>\n\n\n\n

Les personnes atteintes d\u2019un TSA ont une capacit\u00e9 \u00e0 apprendre diff\u00e9rente que les neurotypique. Des technologies peuvent pallier ce \u00ab\u00a0manque\u00a0\u00bb pour aider \u00e0 d\u00e9velopper certaines comp\u00e9tences. Il est important que les d\u00e9veloppeurs de ces outils technologiques prennent en consid\u00e9ration la fa\u00e7on \u00ab\u00a0Atypique\u00a0\u00bb que ces personnes ont d\u2019apprendre et de percevoir la vie. (C. Grossard et O Grynszpan, 2015, 72)<\/p>\n\n\n\n

L\u2019apprentissage de situation sociale et \u00e9motionnelle <\/strong><\/p>\n\n\n\n

La technologie peut \u00eatre une excellente fa\u00e7on d\u2019acqu\u00e9rir des comp\u00e9tences sociales. Par exemple, des environnements de r\u00e9alit\u00e9 virtuelle peuvent \u00eatre cr\u00e9es et ils permettent d\u2019enseigner les bons comportements sociaux \u00e0 adopter dans des situations pr\u00e9cises. De plus, l\u2019apprentissage des \u00e9motions peut \u00eatre fait \u00e0 l\u2019aide d\u2019outils technologiques. Par exemple, en observant des personnages anim\u00e9s et en nommant leurs \u00e9motions. (C. Grossard et O Grynszpan, 2015, 72 \u00e0 76)<\/p>\n\n\n\n

 L\u2019aide au niveau de la motricit\u00e9 motrice<\/strong><\/p>\n\n\n\n

La technologique peut aussi aider au niveau de la motricit\u00e9 motrice. Par exemple, l\u2019utilisation d\u2019un syst\u00e8me qui permet \u00e0 l\u2019enfant d\u2019interagir physiquement avec un univers virtuel projet\u00e9 \u00e0 l\u2019\u00e9cran. Avec ce syst\u00e8me, l\u2019enfant peut d\u00e9velopper sa coordination visio-motrice tout en \u00e9tant stimul\u00e9 et int\u00e9ress\u00e9.\u00a0<\/p>\n\n\n\n

De plus, l\u2019utilisation des interfaces haptiques permet de stimuler les sensations sensorielles. Cette technologie permet de cr\u00e9er des sensations de chaleur ou de froid ou encore des pressions tactiles \u00e0 l\u2019aide de combinaisons (vestes, gants, couverture etc). Cette technologie, bien qu\u2019elle soit encore en \u00e9volution, pourrait \u00eatre un outil d\u2019intervention important chez une client\u00e8le TSA. En effet, elle pourrait aider l\u2019enfant \u00e0 se calmer en cas de crise. (C. Grossard et O Grynszpan, 2015, 77)<\/p>\n\n\n\n

Source<\/strong><\/p>\n\n\n\n

Grossard, Charline, et Ouriel Grynszpan. \u00ab Entra\u00eenement des comp\u00e9tences assist\u00e9es par les technologies num\u00e9riques dans l\u2019autisme\u202f: une revue: \u00bb Enfance<\/em> N\u00b0 1, no<\/sup> 1 (1 mars 2015): 67\u201185. https:\/\/doi.org\/10.3917\/enf1.151.0067<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

Les avantages des outils num\u00e9riques Les outils technologiques sont pour les personnes atteintes d\u2019un trouble du…<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","footnotes":""},"categories":[30],"tags":[],"class_list":["post-707","post","type-post","status-publish","format-standard","hentry","category-semaine-1"],"yoast_head":"\nSemaine 1 - Rosalie - La technologie et la neurodiversit\u00e9<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/site15.arn1103.uqat.ca\/index.php\/2024\/02\/07\/6-fevrier-2024\/\" \/>\n<meta property=\"og:locale\" content=\"fr_CA\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Semaine 1 - 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