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Adaptation des TIC dans un contexte pédagogique pour des élèves en situation de multi handicap.

Abstract : This work presents a systemic design method, based on universal design and user-centred conception (UCC), aiming to provide tools and services that truly answers to needs and expectations of "fragile" populations, as people with disabilities. This method has been tested in an educational context with pupils with multiple disabilities. The objective here is to provide a tool for helping children in learning to read. According to the proposed approach, we have performed successive and iterative phases during which we have crossed the following information in order to provide a suitable solution : 1) pupils profiles (in terms of cognitive, sensory and physical abilities ; needs and strengths of pupils) ; 2) characteristic situations of uses (task that pupils perform in educational context) and the cognitive, sensory and physical requirement to perform each of them ; 3) context (environment, actors, materials, etc.). We have designed a tool allowing children to make reading exercises with increased autonomy. Different prototypes were tested according to the users-centred design approach. The results of this work are conclusive: user experience of pupils and acceptability of this tool are very satisfying. This tool answers to pupils’ needs and expectations, and it also answers to those of the teacher. This first experiment shows that our systemic design method seems to be relevant.
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Submitted on : Tuesday, February 6, 2018 - 11:01:22 PM
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Amélie Roche, Véronique Lespinet-Najib, Valérie Demanes, Isabelle Fermingier, Jean-Marc André. Adaptation des TIC dans un contexte pédagogique pour des élèves en situation de multi handicap.. Terminal. Technologie de l’information, culture & société, CREIS-Terminal, 2014, ⟨10.4000/terminal.673⟩. ⟨hal-01702600⟩

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