What speech characteristics among students ...
Type de document :
Article dans une revue scientifique: Article original
URL permanente :
Titre :
What speech characteristics among students with ASD should be taken into account in educational practice?
Auteur(s) :
Titre de la revue :
Almanac
Nom court de la revue :
Almanac
Numéro :
41
Pagination :
49-57
Date de publication :
2020
Statut de l’article :
Publié
Mot(s)-clé(s) en anglais :
Autism
language impairments
remediation
school
language impairments
remediation
school
Discipline(s) HAL :
Sciences cognitives
Résumé en anglais : [en]
Why focus specifically on the language of subjects with ASD (autism spectrum disorders)? This question is certainly less obvious than that of communication, behavioral problems or sensory particularities… Yet, "poor ...
Lire la suite >Why focus specifically on the language of subjects with ASD (autism spectrum disorders)? This question is certainly less obvious than that of communication, behavioral problems or sensory particularities… Yet, "poor conversational (and prosody) skills can hinder the successful integration of children into classrooms and playgrounds" (Attwood, 2010) and jeopardize professional integration... It should also be noted that to date, 50 % of people with ASD are still considered non-verbal and that it is considered to be of better prognosis the fact that children have language elements at 2 years of age (Rogers and DiLalla, 1990). We know that oral is very impacted in subjects with ASD (understanding of the implicit, difficulty in grasping the polysemy of words...), but what do we know today of the age of occurrence, the possible damage of the central nervous system, the type of language impairment so as to help us to initiate useful remediations on which to base teaching practices?Lire moins >
Lire la suite >Why focus specifically on the language of subjects with ASD (autism spectrum disorders)? This question is certainly less obvious than that of communication, behavioral problems or sensory particularities… Yet, "poor conversational (and prosody) skills can hinder the successful integration of children into classrooms and playgrounds" (Attwood, 2010) and jeopardize professional integration... It should also be noted that to date, 50 % of people with ASD are still considered non-verbal and that it is considered to be of better prognosis the fact that children have language elements at 2 years of age (Rogers and DiLalla, 1990). We know that oral is very impacted in subjects with ASD (understanding of the implicit, difficulty in grasping the polysemy of words...), but what do we know today of the age of occurrence, the possible damage of the central nervous system, the type of language impairment so as to help us to initiate useful remediations on which to base teaching practices?Lire moins >
Langue :
Anglais
Russe
Russe
Comité de lecture :
Oui
Audience :
Non spécifiée
Établissement(s) :
Université de Lille
Équipe(s) de recherche :
Développement & Handicap
Date de dépôt :
2022-06-02T17:25:04Z
2022-06-08T08:21:04Z
2022-06-08T08:21:04Z
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- ArticlePubliéAoût2020AlmanacN°41.AD.TSAparticLingtq.pdf
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