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Sandrine GUET

Dossier professionnelCAPPEI

En quoi l'adaptation de textes en pictogrammes peut-elle faciliter les apprentissages des élèves non-lecteurs en IME ?

Les pictogrammes au service des apprentissage

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Introduction

Ecole élémentaire Marcel PagnolMigennes

IME des Isles - Auxerre

Contexted'exercice

N1 : absence de vocalises N2 : vocalisations non spécifiques N3 : vocalisations spécifiques (intonation montante, duplication des syllabes)N4 : verbalisations

Communication

Vocabulaire pauvre

Difficultés de prononciation et d'articulation

Problématique

Constat des besoins des élèves

Observation

Le FALC

La CAA

Les pictogrammes

Makaton

Les outils

PECS

Des méthodes

L'adaptation d'album en pictogrammes

Les consignes

Mise en oeuvre des projets

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En conclusion

Merci !

We perceive visual content better. Visual content is linked to cognitive and psychological mechanisms. Things enter through the eyes, the first image is what matters. We connect visual content with emotions.

If you want to provide additional information or develop the content in more detail, you can do it through your oral presentation. We recommend that you practice your voice and rehearse: the best improvisation is always the most worked!

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We better capture visual content. Visual content is associated with cognitive and psychological mechanisms. Things come in through the eyes, the first image is what counts. We associate visual content with emotions.

If you want to provide additional information or develop the content in more detail, you can do so through your oral presentation. We recommend that you practice your voice and rehearse: the best improvisation is always the most rehearsed!

SUBTITLE HERE

Write a great headline