Enseignement-apprentissage des compétences socio-émotionnelles aux él`eves avec déficience visuelle : de la théorie à la pratique
DOI :
https://doi.org/10.51657/w2a79h79Mots-clés :
Enseignement-apprentissage , Compétences socio-émotionnelles , Déficience visuelle, Apprentissage socio-émotionnel , VygotskyRésumé
Les compétences socio-émotionnelles (CSE) sont principalement acquises de manière implicite par l’observation et l’imitation dans les interactions sociales. Les élèves avec une déficience visuelle (DV) sont susceptibles de rencontrer des difficultés dans ce domaine, ce qui peut affecter leurs relations avec leurs pairs, accroitre leur dépendance aux adultes et limiter leur participation sociale. Néanmoins, les élèves avec une DV possèdent un potentiel d’apprentissage des CSE et une capacité à développer des stratégies de compensation. Cet article théorique poursuit donc trois objectifs. Premièrement, d’un point de vue théorique, explorer le lien spécifique entre les CSE et la DV. Deuxièmement, proposer une théorie générale de l’enseignement-apprentissage des CSE, en s’appuyant sur l’approche vygotskienne en pédagogie spécialisée. Troisièmement, d’un point de vue pratique, présenter des outils d’évaluation ainsi que des stratégies d'enseignement-apprentissage des CSE, afin de soutenir les enseignant·e·s et éducateur·trice·s spécialisé·e·s travaillant dans ce domaine.
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