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Master Thesis

Comment imaginer une pédagogie adaptée afin que les élèves Dys- puissent suivre le cours d’espagnol de manière constructive et constante ?

Abstract : The promulgation of the law of February, 11th, 2005 for the equality of the rights and the chances implies a right to education for every citizen whatever his difficulties, his differences or his handicap are. This law confers to the teaching team an essential mission which is to take into account every pupil within his class to establish a school climate convenient to the learnings. How can we succeed in adapting our pedagogy to pupils possessing learning disorders such as dyslexic pupils, pupils with dyspraxia and pupils with dysphasia? The teacher then has to adapt himself to every pupil's profile so that this one feels good in his schooling. To try to answer this question, a differentiated pedagogy was organized for three different cases of dys- in a professional section of the North of Isère. Strategies were organised in order to overcome the difficulties of these pupils such as the benevolence, the pedagogic differentiation, the motivation thanks to the task-oriented approach and new technologies and finally the visual aspect. This study has for aim to bring helps and elements of answer to favour the learning of the dys pupils in Spanish classes.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01753356
Contributor : Uga - Bu Professorat Éducation <>
Submitted on : Thursday, March 29, 2018 - 3:49:49 PM
Last modification on : Tuesday, September 22, 2020 - 3:15:06 AM

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Aurore Bertin. Comment imaginer une pédagogie adaptée afin que les élèves Dys- puissent suivre le cours d’espagnol de manière constructive et constante ?. Education. 2017. ⟨dumas-01753356⟩

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