{"id":71077,"date":"2018-12-15T07:54:22","date_gmt":"2018-12-15T06:54:22","guid":{"rendered":"https:\/\/aulaabierta.arasaac.org\/intervencion-gramatical-en-personas-con-discapacidad-intelectual"},"modified":"2023-02-09T11:19:20","modified_gmt":"2023-02-09T10:19:20","slug":"intervention-grammaticale-chez-les-personnes-ayant-une-deficience-intellectuelle","status":"publish","type":"page","link":"https:\/\/aulaabierta.arasaac.org\/fr\/intervention-grammaticale-chez-les-personnes-ayant-une-deficience-intellectuelle","title":{"rendered":"Article scientifique sur \u00ab Le soutien auditif et visuel simultan\u00e9 dans l\u2019intervention grammaticale chez les participants ayant une d\u00e9ficience intellectuelle \u00bb avec pictogrammes par ARASAAC"},"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   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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-n9zw17-3df6eed6406623fb97f706b4b54549c6\">\n#top .av-special-heading.av-n9zw17-3df6eed6406623fb97f706b4b54549c6{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-n9zw17-3df6eed6406623fb97f706b4b54549c6 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n#top #wrap_all .av-special-heading.av-n9zw17-3df6eed6406623fb97f706b4b54549c6 .av-special-heading-tag{\nfont-size:30px;\n}\n.av-special-heading.av-n9zw17-3df6eed6406623fb97f706b4b54549c6 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-n9zw17-3df6eed6406623fb97f706b4b54549c6 av-special-heading-h2  avia-builder-el-4  avia-builder-el-no-sibling '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >2020 &#8211; Article scientifique sur \u00ab Le soutien auditif et visuel simultan\u00e9 dans l\u2019intervention grammaticale chez les participants ayant une 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-c26bf61b401b031acd81515bfd2eca4a\">\n.avia-image-container.av-o4pbjl-c26bf61b401b031acd81515bfd2eca4a img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-o4pbjl-c26bf61b401b031acd81515bfd2eca4a .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-o4pbjl-c26bf61b401b031acd81515bfd2eca4a 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:\/\/www.educacionyfp.gob.es\/dam\/jcr:d7591435-f1d8-4c3f-86c1-cb1b3cdb218a\/05mirandaesp-ingl.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:\/\/www.educacionyfp.gob.es\/dam\/jcr:d7591435-f1d8-4c3f-86c1-cb1b3cdb218a\/05mirandaesp-ingl.pdf\" target=\"_blank\" rel=\"noopener\">LIEN VERS LA PUBLICATION<\/a><\/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-71077'><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;\"><strong>Ver\u00f3nica Mart\u00ednez L\u00f3pez <\/strong><\/h3>\n<h3 style=\"text-align: right;\">Universit\u00e9 d&rsquo;Oviedo<\/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>Article scientifique sur \u00ab Le soutien auditif et visuel simultan\u00e9 dans l\u2019intervention grammaticale chez les participants ayant une d\u00e9ficience intellectuelle \u00bb.<\/p>\n<p>MIRANDA FERNANDEZ M.. et MART\u00cdNEZ L\u00d3PEZ V. : \u00ab Soutien auditif et visuel simultan\u00e9 dans l\u2019intervention grammaticale chez les participants ayant une d\u00e9ficience intellectuelle \u00bb. <strong>Journal of Education &#8211; Minist\u00e8re de l\u2019\u00e9ducation et de la formation professionnelle<\/strong><\/p>\n<p>Disponible en <a href=\"http:\/\/www.educacionyfp.gob.es\/revista-de-educacion\/numeros-revista-educacion\/numeros-anteriores\/2020\/389\/389-5.html\" target=\"_blank\" rel=\"noopener\">http:\/\/www.educacionyfp.gob.es\/revista-de-educacion\/numeros-revista-educacion\/numeros-anteriores\/2020\/389\/389-5.html<\/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 class=\"ta-justify\">Des \u00e9tudes sur les profils de langage dans la d\u00e9ficience intellectuelle (DI) montrent que la comp\u00e9tence grammaticale est affect\u00e9e dans certains syndromes g\u00e9n\u00e9tiques. Les recherches sur l&rsquo;apprentissage des langues dans l&rsquo;ID r\u00e9v\u00e8lent que le r\u00f4le de l&rsquo;audition est compromis, que l&rsquo;acquisition du vocabulaire et de la grammaire est d\u00e9termin\u00e9e par une faible capacit\u00e9 de m\u00e9moire auditive et que le mat\u00e9riel visuel facilite la reconnaissance des sons, du vocabulaire et de la grammaire.<\/p>\n<p class=\"ta-justify\">Objectifs : D\u00e9terminer si le soutien auditif et visuel simultan\u00e9 am\u00e9liore le langage en augmentant la reconnaissance des sons, du vocabulaire et de la grammaire, et analyser si les sujets ayant une DI avec un niveau plus \u00e9lev\u00e9 d\u2019\u00e2ge verbal et de m\u00e9moire auditive obtiennent de meilleurs scores en sons, vocabulaire et grammaire apr\u00e8s l\u2019intervention.<\/p>\n<p class=\"ta-justify\">M\u00e9thodologie : La conception est quasi exp\u00e9rimentale pr\u00e9test-postest avec le groupe exp\u00e9rimental et le groupe t\u00e9moin. L\u2019\u00e9chantillon se compose de 12 participants ayant une DI entre 10;11 et 16;11 ans, inscrits dans l\u2019\u00e9ducation sp\u00e9ciale.<\/p>\n<p class=\"ta-justify\">Proc\u00e9dure : Mat\u00e9riel auditif-visuel de 50 s\u00e9quences de pictogrammes <strong><a href=\"http:\/\/www.arasaac.org\" target=\"_blank\" rel=\"noopener\">ARASAAC<\/a><\/strong> associ\u00e9s \u00e0 50 sons diff\u00e9rents.<\/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 class=\"ta-justify\">R\u00e9sultats : Augmentation significative des sons, du vocabulaire et de la grammaire apr\u00e8s l\u2019intervention; et une augmentation du vocabulaire post-intervention chez les participants ayant une plus grande amplitude de la m\u00e9moire auditive.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-20165 aligncenter\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica.jpg\" alt=\"\" width=\"782\" height=\"492\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica.jpg 782w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica-300x189.jpg 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica-768x483.jpg 768w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica-705x444.jpg 705w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/Laminas_Estudio_Gramatica-450x283.jpg 450w\" sizes=\"auto, (max-width: 782px) 100vw, 782px\" \/><\/p>\n<p class=\"ta-justify\">Discussion : Cette intervention est efficace et refl\u00e8te l\u2019importance du mat\u00e9riel visuel dans le d\u00e9veloppement linguistique de la DI.<\/p>\n<h3 class=\"ta-justify\">Abstract<\/h3>\n<p class=\"ta-justify\">Introduction: Studies of linguistic profiles in intellectual disability (ID) show that grammatical competence can be altered in some genetic syndromes. Research on language learning in ID reveals that the role of audition is compromised, vocabulary and grammar acquisition are determined by its scarce ability in auditory memory and visual material facilitates sounds recognition, vocabulary and grammar.<\/p>\n<p class=\"ta-justify\">Aims: To determine whether simultaneous auditoryvisual support improves language increasing sounds recognition, vocabulary and grammar, and to analyse whether ID participants with a higher level of verbal age and auditory memory obtain better results in sounds, vocabulary and grammar after intervention.<\/p>\n<p class=\"ta-justify\">Method: The design is cuasi-experimental pre-test and post-test with an experimental group and a control group. The sample is composed of 12 ID participants ranging in age from 10;11 to 16;11, receiving special education.<\/p>\n<p class=\"ta-justify\">Procedure: Auditory-visual material made up of 50 sequences of <strong><a href=\"http:\/\/www.arasaac.org\" target=\"_blank\" rel=\"noopener\">ARASAAC<\/a><\/strong> pictograms associated with 50 sounds.<\/p>\n<p class=\"ta-justify\">Results: A significant increase after intervention concerning sounds, vocabulary and grammar; the participants from the experimental group with higher auditory memory only increased their vocabulary after intervention.<\/p>\n<p class=\"ta-justify\">Discussion: This intervention is effective and show the importance of visual support in linguistic development in ID.<\/p>\n<p class=\"ta-justify\">\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 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