Abstracts
Résumé
L’élève présentant une déficience intellectuelle de moyenne à sévère présente des limitations cognitives qui le met à risque de vivre une situation de handicap en littératie (lecture, écriture et oral). Or, des recherches n’ont pas permis d’identifier, dans les écrits scientifiques, des recensions antérieures s’intéressant aux pratiques d’enseignement de la littératie (lecture, écriture et oral) auprès d’élèves âgés de 5 à 19 ans ayant une DI-MS. Il s’agit de l’objet de cet article. La méthode de recension intégrative a permis d’analyser 21 articles scientifiques publiés au cours des 10 dernières années. Les recherches analysées traitent de la conscience phonologique, du décodage, de la reconnaissance de mots, de la compréhension et de la calligraphie. Un des constats majeurs de cette recension est que les recherches concernent beaucoup la lecture, laissant de côté l’écriture et l’oral.
Mots-clés :
- Déficience intellectuelle,
- littératie,
- recension intégrative,
- pratiques,
- enseignement,
- langage
Abstract
Students with moderate to severe intellectual disability have cognitive limitations that put them at risk of experiencing a literacy disability (reading, writing and speaking). However, research has not made it possible to identified any previous reviews in the scientific literature on literacy teaching practices (reading, writing and speaking) with students aged 5 to 19 years with an DI-MS. This is the focus of this article. The integrative review method was used to analyze 21 scientific articles published over the past 10 years. The research analyzed deals with phonological awareness, decoding, word recognition, comprehension and calligraphy. One of the major findings of this review is that the research largely concerns reading, leaving aside writing and speaking.
Keywords:
- Intellectual disability,
- literacy,
- integrative review,
- practices,
- teaching,
- language
Appendices
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