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Master Thesis

Amener une élève malvoyante sur le chemin de la compréhension de texte en autonomie

Abstract : Since Antiquity, society has evolved : before, children with special needs were rejected but now they are included as much as possible in an ordinary environment. Before 1975, they were sometimes integrated in an ordinary environment but for the most part, they were in a specialized institution.After 1975, we can use the word « inclusion » : scolar system and public system adapt to children with special needs. Inclusion is successful if the pupils can bond with their teacher, classmate and environement. For example, it exists different degrees in visual impairment : visual deficience moderate or serious, blindness almost total or total.Generally, partially-sighted pupils have difficulties to write and read. They can be discouraged and get excited. Theye aren’t autonomous. Autonomy must be learnt at school to build future free and responsible citizens. I wondered how to lead partiallity-sighted children to become autonomous for understanding a text. To answer, I have set up a plan of action described in this thesis.Results show that by giving partially-sighted children the abilities to see the text better, they become more autonomous.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01693898
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Submitted on : Friday, January 26, 2018 - 4:03:30 PM
Last modification on : Tuesday, September 22, 2020 - 3:15:06 AM
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Émeline Gautier. Amener une élève malvoyante sur le chemin de la compréhension de texte en autonomie. Education. 2017. ⟨dumas-01693898⟩

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