Ten years have passed since the introduction of technological aids and it is clear that the situation has changed a lot for students with learning disabilities, more specifically dys disorders. In this dossier, we present an inventory of resources, in addition to giving examples of winning practices for teachers, students and parents.
In order to make the educational content accessible to the greatest number of pupils, whether they have learning difficulties or not, the concept of multimodality is essential. Jean Chouinard, advisor to the RÉCIT national service in special education, presents many examples.
Bringing educational successes in French to her special education students, this is the bet that Élaine Camirand made when she suggested that her class create a web journal and distribute it to the entire school and from the community.
They are calm children, with a good mood, but they are often in the moonlight. Less turbulent than their hyperactive comrades, they are less noticed. Children with non-hyperactivity ADD, however, also need a helping hand to organize themselves and succeed in the classroom.
Much has been written to explain Attention Deficit Hyperactivity Disorder (ADHD) to parents, teachers, and healthcare professionals. But children have often been forgotten. Psychiatrist Annick Vincent finally remedied the situation by launching the book My Brain Needs Glasses at Quebecor Publishing.
The virtual journal Journalis-TIC has been online since 2007. In three years, hundreds of special education students from across Quebec have taken part. A production written in the form of pictograms or comics, why not?