{"id":70966,"date":"2020-07-29T18:38:44","date_gmt":"2020-07-29T17:38:44","guid":{"rendered":"https:\/\/aulaabierta.arasaac.org\/apoyo-auditivo-visual-al-desarrollo-gramatical-en-la-discapacidad-intelectual"},"modified":"2023-02-09T11:19:17","modified_gmt":"2023-02-09T10:19:17","slug":"soutien-auditif-visuel-au-developpement-grammatical-dans-la-deficience-intellectuelle","status":"publish","type":"page","link":"https:\/\/aulaabierta.arasaac.org\/fr\/soutien-auditif-visuel-au-developpement-grammatical-dans-la-deficience-intellectuelle","title":{"rendered":"\u00c9tude pr\u00e9liminaire sur \u00ab Le soutien auditif-visuel pour le d\u00e9veloppement grammatical dans la d\u00e9ficience intellectuelle \u00bb"},"content":{"rendered":"<div id='av-layout-grid-1'  class='av-layout-grid-container av-3dy6c1-89493982ef21cb7a44d62f4f3a00a190 entry-content-wrapper main_color av-flex-cells  avia-builder-el-0  el_before_av_textblock  avia-builder-el-first   container_wrap fullsize'  >\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd\">\n.flex_cell.av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd{\nvertical-align:top;\n}\n.responsive #top #wrap_all .flex_cell.av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-vy1x69-7052a12aa3e100b6f6bea1790247b4bd av-gridrow-cell av_one_fourth no_margin  avia-builder-el-1  el_before_av_cell_one_half  avia-builder-el-first ' ><div class='flex_cell_inner'>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-v3ulnl-22f10a58212b2353141606679dbc683b\">\n.avia-image-container.av-v3ulnl-22f10a58212b2353141606679dbc683b img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-v3ulnl-22f10a58212b2353141606679dbc683b .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-v3ulnl-22f10a58212b2353141606679dbc683b av-styling- avia-align-center  avia-builder-el-2  avia-builder-el-no-sibling '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><a href=\"https:\/\/aulaabierta.arasaac.org\/fr\/la-recherche-scientifique-effectuee-sur-les-symboles-pictographiques-d-arasaac\" class='avia_image' ><img decoding=\"async\" class='wp-image-30088 avia-img-lazy-loading-not-30088 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-180x180.png\" alt='' title='investigaciones_arasaac_blanco'  height=\"180\" width=\"180\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-768x768.png 768w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-705x705.png 705w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2015\/07\/investigaciones_arasaac_blanco.png 1030w\" sizes=\"(max-width: 180px) 100vw, 180px\" \/><\/a><\/div><\/div><\/div>\n<\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7\">\n.flex_cell.av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7{\nvertical-align:top;\n}\n.responsive #top #wrap_all .flex_cell.av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-sytbox-b9d21f18db74657f17af38d3c6cb7dd7 av-gridrow-cell av_one_half no_margin  avia-builder-el-3  el_after_av_cell_one_fourth  el_before_av_cell_one_fourth ' ><div class='flex_cell_inner'>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-p4qqfj-efd27a19a30db350a4220fa1fad397ac\">\n#top .av-special-heading.av-p4qqfj-efd27a19a30db350a4220fa1fad397ac{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-p4qqfj-efd27a19a30db350a4220fa1fad397ac .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n#top #wrap_all .av-special-heading.av-p4qqfj-efd27a19a30db350a4220fa1fad397ac .av-special-heading-tag{\nfont-size:30px;\n}\n.av-special-heading.av-p4qqfj-efd27a19a30db350a4220fa1fad397ac .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-p4qqfj-efd27a19a30db350a4220fa1fad397ac av-special-heading-h2  avia-builder-el-4  avia-builder-el-no-sibling '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >2017 &#8211; Etude pr\u00e9liminaire sur \u00abSupport auditif-visuel pour le d\u00e9veloppement grammatical dans la d\u00e9ficience intellectuelle\u00bb avec pictogrammes par ARASAAC<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n<\/div><\/div>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-q3reld-37da44d2d4c139914e9ba49da1ec9aed\">\n.flex_cell.av-q3reld-37da44d2d4c139914e9ba49da1ec9aed{\nvertical-align:top;\n}\n.responsive #top #wrap_all .flex_cell.av-q3reld-37da44d2d4c139914e9ba49da1ec9aed{\npadding:30px 30px 30px 30px !important;\n}\n<\/style>\n<div class='flex_cell av-q3reld-37da44d2d4c139914e9ba49da1ec9aed av-gridrow-cell av_one_fourth no_margin  avia-builder-el-5  el_after_av_cell_one_half  avia-builder-el-last ' ><div class='flex_cell_inner'><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-o4pbjl-9684380e86ce9978621c36894bfc5bef\">\n.avia-image-container.av-o4pbjl-9684380e86ce9978621c36894bfc5bef img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-o4pbjl-9684380e86ce9978621c36894bfc5bef .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-o4pbjl-9684380e86ce9978621c36894bfc5bef av-styling- avia-align-center  avia-builder-el-6  el_before_av_textblock  avia-builder-el-first '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><a href=\"http:\/\/digibuo.uniovi.es\/dspace\/bitstream\/10651\/47651\/5\/Apoyo.pdf\" class=\"avia_image\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class='wp-image-24692 avia-img-lazy-loading-not-24692 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download.png\" alt='' title='pdf_download'  height=\"128\" width=\"128\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download.png 128w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2017\/01\/pdf_download-120x120.png 120w\" sizes=\"(max-width: 128px) 100vw, 128px\" \/><\/a><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-mdusxd-eb83356455e55d34aa931343fbbf8656'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p style=\"text-align: center;\"><strong><a href=\"http:\/\/digibuo.uniovi.es\/dspace\/bitstream\/10651\/47651\/5\/Apoyo.pdf\" target=\"_blank\" rel=\"noopener\">LIEN<\/a><\/p>\n<p><\/strong> <strong> <a href=\"http:\/\/digibuo.uniovi.es\/dspace\/bitstream\/10651\/47651\/5\/Apoyo.pdf\" target=\"_blank\" rel=\"noopener\">VERS LA PUBLICATION<\/a><\/p>\n<p><\/strong><\/p>\n<\/div><\/section><\/p>\n<\/div><\/div><\/div><div id='after_grid_row_1'  class='main_color av_default_container_wrap container_wrap fullsize'  ><div class='container av-section-cont-open' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-70966'><div class='entry-content-wrapper clearfix'><section  class='av_textblock_section av-l0yh0h-ea048aa6d21a96326c2b3a328d083b32'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h3 style=\"text-align: right;\">Auteurs:<\/h3>\n<h3 style=\"text-align: right;\"><strong>Manuela Miranda Fern\u00e1ndez<\/strong><\/h3>\n<h3 style=\"text-align: right;\">Universit\u00e9 d&rsquo;Oviedo<\/h3>\n<h3 style=\"text-align: right;\"><strong>Ver\u00f3nica Mart\u00ednez L\u00f3pez <\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>Jos\u00e9 Manuel Agra Castro<\/strong><\/h3>\n<h3 style=\"text-align: right;\"><strong>CPEE Castiello &#8211; Espagne<\/strong><\/h3>\n<\/div><\/section><\/p>\n<div class='flex_column av-ipp7s1-3d4a81d60b38240a59cad99d0ade8b6a av_one_full  avia-builder-el-9  el_after_av_textblock  el_before_av_layout_row  avia-builder-el-last  first flex_column_div column-top-margin'     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9\">\n#top .av_textblock_section.av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9 .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-h8s7j5-49c1a103a5ab8231a4a9a693a09d54b9'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h3>informations bibliographiques<\/h3>\n<p>Etude pr\u00e9liminaire \u00abSoutien auditif-visuel pour le d\u00e9veloppement grammatical dans la d\u00e9ficience intellectuelle\u00bb.<\/p>\n<p>MIRANDA FERNANDEZ, MANUELA; MART\u00cdNEZ L\u00d3PEZ, VER\u00d3NICA; AGRA CASTRO, JOS\u00c9 MANUEL (2017): \u00abSoutien auditif-visuel pour le d\u00e9veloppement grammatical dans la d\u00e9ficience intellectuelle\u00bb. Dans Alejandro Rodr\u00edguez Mart\u00edn (comp.), Inclusive innovative practices: challenges and opportunities (pp. 705-713), Oviedo : Servicio de publicaciones de la Universidad de Oviedo<\/p>\n<p>Disponible en <a href=\"http:\/\/digibuo.uniovi.es\/dspace\/handle\/10651\/47651\" target=\"_blank\" rel=\"noopener\"> <strong>http:\/\/digibuo.uniovi.es\/dspace\/handle\/10651\/47651<\/strong><\/p>\n<p><\/a><\/p>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-g2556p-125a6cff07d390c276123d70676b57e1\">\n#top .av_textblock_section.av-g2556p-125a6cff07d390c276123d70676b57e1 .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-g2556p-125a6cff07d390c276123d70676b57e1'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><h3>Introduction<\/h3>\n<p>La recherche sur le langage dans la d\u00e9ficience intellectuelle (DI) se concentre actuellement \u00e0 partir de la notion de \u00ab sp\u00e9cificit\u00e9 syndromique \u00bb et met en contraste les profils linguistiques de diff\u00e9rents syndromes g\u00e9n\u00e9tiques, r\u00e9v\u00e9lant que la comp\u00e9tence grammaticale peut \u00eatre s\u00e9v\u00e8rement affect\u00e9e dans certains d&rsquo;entre eux. Diverses \u00e9tudes montrent que l&rsquo;apprentissage des langues bas\u00e9 sur l&rsquo;audition est compromis dans la DI et que l&rsquo;acquisition du vocabulaire et de la grammaire est d\u00e9termin\u00e9e par leur faible capacit\u00e9 de m\u00e9moire verbale \u00e0 court terme. Cependant, le vocabulaire et la production grammaticale augmentent lorsqu&rsquo;ils sont accompagn\u00e9s de mat\u00e9riel visuel.<\/p>\n<p>L&rsquo;objectif de ce travail est de d\u00e9terminer si un programme d&rsquo;intervention de soutien auditif-visuel simultan\u00e9 am\u00e9liore le langage des sujets avec DI, qu&rsquo;ils pr\u00e9sentent ou non un syndrome g\u00e9n\u00e9tique, augmentant la reconnaissance sonore, le vocabulaire et la production grammaticale.<\/p>\n<p>L\u2019\u00e9chantillon se compose de 8 mati\u00e8res avec une DI entre 10;11 et 15;10 ans, scolaris\u00e9s dans une \u00e9cole d\u2019\u00e9ducation sp\u00e9ciale.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-20168 aligncenter\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/L%C3%A1mina_Secuencia_pictogramas_ARASAAC.jpg\" alt=\"\" width=\"773\" height=\"148\"><\/p>\n<p>La proc\u00e9dure \u00e9tait bas\u00e9e sur l\u2019utilisation de mat\u00e9riel auditif et visuel compos\u00e9 de 50 sons associ\u00e9s \u00e0 50 s\u00e9quences de pictogrammes <strong><a href=\"http:\/\/www.arasaac.org\" target=\"_blank\" rel=\"noopener\">ARASAAC.<\/a><\/p>\n<p><\/strong><\/p>\n<p>Les r\u00e9sultats r\u00e9v\u00e8lent qu\u2019il n\u2019y a pas de diff\u00e9rences statistiquement significatives entre les sujets atteints du syndrome et ceux sans syndrome apr\u00e8s l\u2019intervention. De plus, toutes les mati\u00e8res montrent une augmentation significative de la reconnaissance sonore, du vocabulaire et du niveau grammatical.<\/p>\n<p>Avec ces r\u00e9sultats, l\u2019efficacit\u00e9 du mat\u00e9riel auditif et visuel utilis\u00e9 est \u00e9valu\u00e9e, en pariant sur des interventions qui priorisent le type de soutien fourni \u00e0 tous les sujets avec ID.<\/p>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-eu0htt-68ae75e55c2be1f3cc32d1a4eb439e6f\">\n#top .av_textblock_section.av-eu0htt-68ae75e55c2be1f3cc32d1a4eb439e6f .avia_textblock{\nfont-size:14px;\n}\n<\/style>\n<section  class='av_textblock_section av-eu0htt-68ae75e55c2be1f3cc32d1a4eb439e6f'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><\/div><\/section><\/p><\/div>\n<\/div><\/div><\/div><!-- close content main div --><\/div><\/div><div id='av-layout-grid-2'  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