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By Marcel LaVallée

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Il y a aussi des objectifs spécifiques à l’éducation scolaire pour les élèves avec problèmes auditifs car : Nous devons regarder au-delà du fait que la surdité a des répercussions sur le langage : elle affecte aussi la pensée, l’aptitude à l’affection, à la communion de sentiments, etc. 5, no 2, 1980).

The Portage Guide to Early Education : instructions and cheklist, no. 12, Cooperative Educational Service Agency, Portage, Wisconsin. , (1982). Influencing the attitudes of regular class teachers about the education of severely retarded students, in Education and Training of the Mentally Retarded, April, pp. 88-92. , (1920). Le phénomène humain, Ed. Seuil, Paris, 318p. Tjossem, T. , (1976). Intervention Strategies for High Risk Infants and Young Children, University Park Press, Baltimore. , (1975).

1 Autonomie fonctionnelle Avant d’apprendre à lire et à écrire, il convient d’aider les personnes à survivre et à vivre en société. Ce que la plupart des enfants apprennent normalement au contact des parents et des adultes avant l’école, les déficients mentaux doivent l’apprendre en plus de temps et en dehors du milieu parental. Le Ministère de l’Éducation met l’accent sur le développement d’habitudes de vie nécessaires au déficient mental liées aux besoins fondamentaux de toute personne humaine tels que se nourrir, se vêtir, être propre, acquérir des comportements sécuritaires à la maison, à l’école, dans la vie et dans tous les endroits publics.

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Les conditions d’intégration by Marcel LaVallée


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