Le temps de l’enfant avec autisme et le temps du professionnel

• Published in: Distances et médiations des savoirs Vol. 16
• Main Authors: Cendrine Mercier, Jean-François Bourdet, Patrice Bourdon
• Format: Journal Article
• Language: French
• Published: Centre National d'Enseignement à Distance 01.12.2016
• Subjects: autism spectrum disorder; communication and cognitive availability; managing emotions; mobile digital agenda; respect rhythms
• ISSN: 2264-7228
• DOI: 10.4000/dms.1624

This collaborative exploratory research aims to identify the interests of the use of a mobile digital agenda named çATED, and developed by our team, with young people with Autism Spectrum Disorder (ASD) to show its effects on learning. Children with autism work in a particular way in their relationship to the time due to a time coding deficit of sensory events. Thus, it is necessary to respect the rhythm of learners to facilitate their access to new learning. Five children with autism from a medico-educational institute (MEI) were followed longitudinally over one year and semi-structured interviews were done with professionals responsible for each learner. The use of mobile digital agenda has asked professionals to mobilize for programming and observations. That they were able to observe during the study allow us to highlight the effects of mobile digital media in educational situations: reduction of the behavioral disorders and the anxieties, new form of verbal and/or nonverbal communication and better availability cognitive. Respect the temporality of the child with autism is to make sure to offer a teaching framework adapted to their needs and thus facilitate the access to new learning.