{"id":8,"date":"2023-10-13T13:56:08","date_gmt":"2023-10-13T11:56:08","guid":{"rendered":"https:\/\/laura-baranger.fr\/?page_id=8"},"modified":"2024-07-01T18:14:07","modified_gmt":"2024-07-01T16:14:07","slug":"blog","status":"publish","type":"page","link":"https:\/\/laura-baranger.fr\/index.php\/blog\/","title":{"rendered":"Accompagnement \u00e9ducatif"},"content":{"rendered":"
\n

Votre enfant, votre famille ou votre \u00e9tablissement \u00e0 besoin d\u2019un soutien dans l\u2019accompagnement du handicap.<\/p>\n

Vous cherchez une solution alternative pour l\u2019accompagnement \u00e9ducatif de votre enfant, adapt\u00e9e aux besoins de votre famille.<\/p>\n

Vous attendez une place en institution. Votre enfant est sans solution.<\/p>\n

Vous avez besoin de temps de r\u00e9pits.<\/p>\n

\"\"Je vous propose d’intervenir \u00e0 domicile ou dans tous les lieux de vie de votre enfant. Mon accompagnement s’adaptera \u00e0 vos besoins et vos demandes. Mes interventions se fondent sur <\/span>les recommandations<\/a> de la <\/span>Haute Autorit\u00e9 de Sant\u00e9<\/a> (HAS) et s\u2019appuient sur plusieurs approches, telles que l’approche scientifique <\/span>ABA<\/a>, <\/span>TEACCH<\/a>, <\/span>Snoezelen<\/a>, ou encore <\/span>le mod\u00e8le de Denver<\/a>.<\/p>\n<\/div>\n\n\n

<\/div>\n\n\n\n
\n
\n
\"\"<\/figure>
\n

Les axes d’accompagnement propos\u00e9s<\/span><\/strong>

<\/p>\n\n\n\n

    \n
  • Acquisition et maintien de comp\u00e9tences dans les principaux domaines de d\u00e9veloppement (jeu, imitation, cognition, motricit\u00e9 fine et globale, etc) et accompagnement \u00e0 la scolarit\u00e9.

    <\/li>\n\n\n\n
  • D\u00e9veloppement du langage et de la communication, r\u00e9ceptive et expressive.

    <\/li>\n\n\n\n
  • Acquisition et maintien de l\u2019autonomie dans la vie personnelle (manger, se laver, s\u2019habiller\u2026), domestique (se d\u00e9placer, faire des courses\u2026) et sociale (participer \u00e0 des activit\u00e9s de loisirs\u2026)

    <\/li>\n\n\n\n
  • Gestion des comportements probl\u00e8mes (troubles du comportement)

    <\/li>\n\n\n\n
  • Soutien \u00e0 la parentalit\u00e9 (conseils pour faciliter le quotidien, valorisation de comp\u00e9tences, et remise en confiance\u2026 )

    <\/li>\n\n\n\n
  • Accompagnement \u00e0 la gestion du handicap et de ses sp\u00e9cificit\u00e9s au sein des \u00e9tablissements accueillant l’enfant.

    <\/li>\n\n\n\n
  • Cr\u00e9ation de liens et travail en r\u00e9seau avec les autres professionnels intervenant aupr\u00e8s de l\u2019enfant.<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
    <\/div>\n\n\n\n

    Exemples d’outils qui pourront \u00eatre propos\u00e9s au cours des accompagnements aupr\u00e8s des enfants<\/h3>\n\n\n\n
    <\/div>\n\n\n\n
    \n
    \n

    Maintien et acquisition de comp\u00e9tences<\/strong><\/span><\/h4>\n\n\n\n

    Utilisation du jeu comme support aux apprentissages<\/strong><\/p>\n\n\n\n

    \n\n\n\n

    Par le jeu, les activit\u00e9s ludiques, en suivant les initiatives de l’enfant<\/p>\n

    En utilisant du mat\u00e9riel et jeux sp\u00e9cifiques aux apprentissages vis\u00e9s, dans diff\u00e9rents domaines de comp\u00e9tences (motricit\u00e9, imitation, attention conjointe, cognition\u2026) et pour travailler l’autonomie<\/p>\n<\/div>\n\n\n\n

    \n

    Adaptation de l’environnement aux besoins sp\u00e9cifiques<\/strong><\/span><\/h4>\n\n\n\n

    Cr\u00e9ation de rep\u00e8res visuels de l’espaces et du temps<\/strong><\/p>\n\n\n\n

    \n\n\n\n

    Mise en place d\u2019un emploi du temps adapt\u00e9 en objets, pictogrammes ou mots (en fonction de l\u2019\u00e9volution de l\u2019enfant)<\/p>\n\n\n\n


    Utilisation de bandes de s\u00e9quen\u00e7age pour accompagner  le d\u00e9veloppement de l\u2019autonomie par \u00e9tapes (ex : j\u2019ouvre l\u2019eau, je mets mes mains, je prend du savon, je frotte\u2026)<\/p>\n\n\n\n


    Cr\u00e9ation de contrats visuels pour maintenir la motivation \u00e0 effectuer une action<\/p>\n<\/div>\n\n\n\n

    \n

    Communication<\/strong><\/span><\/h4>\n\n\n\n

    D\u00e9veloppement du langage ou mise en place de moyens de communication adapt\u00e9s<\/strong><\/p>\n\n\n\n

    \n\n\n\n

    Travail sur le d\u00e9veloppement du langage via le jeu, les activit\u00e9s ludiques et le quotidien pour d\u00e9velopper l’envie d’interagir<\/p>\n\n\n\n

    Utilisation d’outils tel que le PECS (Pictures Exchange Communication System), les tableaux de langage assist\u00e9 (TLA) avec l’appuis d’une orthophoniste<\/p>\n\n\n\n

    Accompagnement dans l\u2019application des outils au quotidien<\/p>\n<\/div>\n<\/div>\n\n\n\n

    <\/div>\n\n\n\n
    \n
    \n

    Habilet\u00e9s sociales<\/strong><\/span><\/h2>\n\n\n\n

    Accompagnement \u00e0 la compr\u00e9hension des codes sociaux<\/strong> et des \u00e9motions<\/strong><\/p>\n\n\n\n

    \n\n\n\n

    Jeux ludiques pour maintenir la motivation de l’enfant dans l’\u00e9change<\/p>\n\n\n\n

    Accompagnement direct sur les lieux de socialisation (courses, sortie au parc, \u00e9cole\u2026)<\/p>\n\n\n\n

    Pr\u00e9paration aux soins tel que le m\u00e9decin, le dentiste, l’hospitalisation, par la mise en situation<\/p>\n<\/div>\n\n\n\n

    \n

    Sensoralit\u00e9<\/strong><\/span><\/h2>\n\n\n\n

    Travail autour de la sensorialit\u00e9 sp\u00e9cifique<\/strong><\/p>\n\n\n\n

    \n\n\n\n

    D\u00e9sensibilisation et ouverture \u00e0 de nouvelles textures, go\u00fbts, mati\u00e8res (manipulation de nourriture (patouille), planches de textures, ateliers cuisine avec leurs adaptations…)

    Proposition de routines ou d’outils adapt\u00e9s aux besoins de l’enfant et \u00e0 son apaisement<\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    Votre enfant, votre famille ou votre \u00e9tablissement \u00e0 besoin d\u2019un soutien dans l\u2019accompagnement du handicap. 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