Résumés
Résumé
Les compétences socio-émotionnelles (CSE) sont principalement acquises de manière implicite par l’observation et l’imitation dans les interactions sociales. Les élèves avec une déficience visuelle (DV) sont susceptibles de rencontrer des difficultés dans ce domaine, ce qui peut affecter leurs relations avec leurs pairs, accroitre leur dépendance aux adultes et limiter leur participation sociale. Néanmoins, les élèves avec une DV possèdent un potentiel d’apprentissage des CSE et une capacité à développer des stratégies de compensation. Cet article théorique poursuit donc trois objectifs. Premièrement, d’un point de vue théorique, explorer le lien spécifique entre les CSE et la DV. Deuxièmement, proposer une théorie générale de l’enseignement-apprentissage des CSE, en s’appuyant sur l’approche vygotskienne en pédagogie spécialisée. Troisièmement, d’un point de vue pratique, présenter des outils d’évaluation ainsi que des stratégies d'enseignement-apprentissage des CSE, afin de soutenir les enseignant·e·s et éducateur·trice·s spécialisé·e·s travaillant dans ce domaine.
Mots-clés :
- enseignement-apprentissage,
- compétences socio-émotionnelles,
- déficience visuelle,
- apprentissage socio-émotionnel,
- Vygotsky
Abstract
Socio-emotional skills (SESs) are primarily acquired implicitly through observation and imitation in social interactions. Students with visual impairment (VI) are likely to face challenges in this area, which can affect their relationships with peers, increase their dependence on adults, and limit their social participation. Nevertheless, students with VI have the potential to learn SESs and develop compensatory strategies. This theoretical article therefore has three objectives. First, from a theoretical perspective, it explores the specific link between SESs and VI. Second, it proposes a general theory of teaching-learning of SESs, drawing on the vygotskian approach towards special education. Third, from a practical perspective, it presents assessment tools and teaching-learning strategies for SESs, aimed at supporting special education teachers and educators working in this field.
Keywords:
- teaching-learning,
- social-emotional skills,
- visual impairments,
- social-emotional learning,
- Vygotsky
Parties annexes
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