Les méthodes éducatives de Jean Itard dans la prise en charge de la diversité: une revue systématique de leur influence sur l’éducation inclusive et la CUA
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INTRODUCTION. Cet article analyse l’influence de Jean Marc Gaspard Itard sur le développement historique et contemporain de la prise en charge de la diversité dans l’éducation. Itard, connu pour son travail avec Victor, “l’enfant sauvage de l’Aveyron”, a posé les bases de l’éducation spécialisé en mettant en oeuvre des méthodes pédagogiques spécifiques et en documentant leurs résultats. MÉTHODE. Une revue systématique de la littérature, conforme à la déclaration PRISMA, a permis d’analyser les principes fondamentaux d’Itard et leur évolution dans le temps, y compris les adaptations et les innovations introduites par Édouard Séguin et Maria Montessori. L’échantillon se compose de 24 publications ouvertes, rédigées en anglais ou en espagnol. RÉSULTATS. Les résultats montrent qu’Itard a utilisé un enseignement attentif et individualisé pour enseigner la signification des sons et des symboles. Les stimuli sensoriels ont permis l’acquisition progressive de la parole et du langage chez les enfants présentant une diversité fonctionnelle. Séguin a diffusé les principes d’Itard par le biais d’un encadrement pédagogique strict et d’une approche centrée sur la stimulation sensorielle. Montessori a souligné l’importance de l’apprentissage autonome, de l’indépendance et de l’adaptation aux besoins individuels. DISCUSSION. L’étude conclut que les principes d’Itard ont évolué de manière significative, s’intégrant dans les pratiques éducatives contemporaines axées sur les étudiants ayant des besoins éducatifs particuliers. La Conception Universelle de l’Apprentissage (CUA) souligne la pertinence continue de ces principes dans l’éducation d’aujourd’hui, démontrant la pertinence et l’adaptabilité des idées d’Itard pour relever les défis éducatifs actuels.
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