Title: Guide Pour les enseignants qui accueillent un élève présentant une déficience motrice
Type of the resource: Handbook/Guide/Manual
Funded by: Handiscol
Authors: Délégation à la communication
Type of disability: Physical Disabilities
Target education level: Early childhood
Primary education
Secondary education
Language(s): French
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
A motor impairment has repercussions on schooling as well as on social and professional integration. It requires careful observation and listening of the children or adolescents concerned, a regular dialogue with the parents, and collaborations between the different professionals (teachers, carers, re-educators, educators) to better integrate students into school, designed to welcome everyone, and their future participation in social, civic, economic and cultural life.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
The purpose of this guide is to educate the teacher about these issues and to propose adaptations to remedy the problems posed by these students, which implies presenting a large number of difficulties they may encounter.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
In the absence of information, we are less aware of the obstacles they will have to overcome during the learning to which the school has the mission to lead them. Indeed, the difficulties due to disorders that may be associated with motor impairment, especially perceptual, cognitive or psychoaffective are less obvious. Yet, they a significant part of these students, especially those with brain injury.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Characteristics of impairments driving
Elements to consider for the school integration project.
Adaptation of lessons
For further
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Moreover, the nature of the disorders that a pupil not accurately prejudge its chances of success because they depend, for him as for all, on his own abilities, but also the situations he faces, experiences that he lives, and tasks that are proposed to him. It is therefore necessary to promote adaptations that can mitigate the negative effects of motor impairment, and thus to promote the best possible level of academic success of students with such a disability ordinary establishments.
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: http://www2.ac-lyon.fr/services/ain/ash/spip.php?article178&lang=fr
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