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Master Thesis

Inclusion d’un élève avec des troubles du spectre autistique

Abstract : Today's school has the duty to welcome and include pupils with disabilities in accordance with the law of 2005. But how to include and enable to progress in his learnings a pupil with autism spectrum disorder (ASD) in the last year of nursery school ? To answer this question, we studied the institutional texts and the particularities of children with ASD. General differentiation trails are suggested, but each child with ASD presents his own specificities which must be identified with the aim of adapting to his needs. Following our readings and the observation that the pupil in question (A.S.) needs visual stimulations and a structuring framework to understand, we relied on the TEACCH method, using pictograms as well as visual tools, in order to set up different devices to visualize the time and the steps of the tasks that he has to carry out. Through our various data, we were able to notice progress of the pupil A.S. in his work behavior. The structuring and organization of his school timetable and his activities allowed him to better understand his learnings, thereby confirming our hypotheses. However, a simple disturbing factor or an unusual context could disturb his functioning, make his behavior regress and adversely affect his learnings. Of course, these results cannot be generalized in view of the singularity of these pupils and the context of our study.
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Master Thesis
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Submitted on : Tuesday, November 20, 2018 - 9:44:42 AM
Last modification on : Wednesday, September 18, 2019 - 1:28:39 AM


Mémoire Barany - Charbonnier....
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  • HAL Id : dumas-01927713, version 1



Manon Barany, Claire Charbonnier. Inclusion d’un élève avec des troubles du spectre autistique. Education. 2018. ⟨dumas-01927713⟩



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