Les gagnants des Victoires de l’accessibilité

A lire sur le site de La Nouvelle République, un rappel des gagnants des Victoires de l’accessibilité, dont les jeunes de l’IME Les Tilleuls qui ont participé à la création d’une application sur tablette pour visiter la forteresse de Chinon:

Des personnes handicapées mentales à l’honneur

publié le 16/12/2014



* Cette photo est libre de droits et utilisée sous les conditions suivantes, sans modification.

Children with Down syndrome can misuse their social strengths

To read on down syndrome education international website:

#7. Social strengths offer advantages, but not always

Educational research has identified relative strengths in early social development among children with Down syndrome. These can be advantageous for learning. However, they can also be used to avoid difficult tasks.

social strengths

What educational research has shown

A number of developmental researchers have identified that children with Down syndrome have a strength in early social development, particularly being interested in, relating to and interacting with people.[1] This is a positive early strength as much important learning about the world and language learning is social – accomplished through interaction and play with adults and other children.

However, several researchers have noted that children with Down syndrome can also use their good social interactive skills to their disadvantage. Jennifer Wishart first drew attention to the way in which children with Down syndrome may use social games to distract from a learning task (for example, by clapping or blowing raspberries) from young ages.[2]

Debbie Fidler and colleagues have argued that this social strength, combined with a tendency to be less persistent in learning tasks, leads to a particular personality/motivational style over time which is not helpful for learning but might be changed if addressed in interventions.[3]

Emily Jones, Kathleen Feeley and colleagues have argued that this personality/motivational style can increase the likelihood of children developing challenging behaviours. They have also shown how to take account of this information in planning to successfully engage children with Down syndrome in learning activities at home and in school and avoid or reduce behaviour problems.[4,5]


How this is helping

Educational research is informing how parents and practitioners can build on the children’s interest in social interaction from the earliest stages when babies make eye contact, enjoy face-to-face games and learn about communication and emotional cues – and how to continue to make full use of social learning in the preschool and school years.

Understanding the children’s social interactive strengths and the ways that they may use them to avoid requests or gain inappropriate attention is helping parents and teachers avoid or change challenging behaviours.


Unanswered questions

Future research is needed to:

  • Develop and evaluate ways to reduce the tendency to use social distractions early to avoid learning and increase effective learning in early years, preschool and school
  • Investigate the ways in which the social strengths can lead to challenging behaviours at home and at school
  • Develop and evaluate training packages for parents and teachers in effective ways to avoid or change challenging behaviours


  1. Fidler DJ, Hepburn S, Rogers S. Early learning and adaptive behaviour in toddlers with Down syndrome: Evidence for an emerging behavioural phenotype? Down Syndrome Research and Practice. 2006;9(3);37-44. http://www.down-syndrome.org/reports/297/
  2. Wishart JG. Learning the hard way: Avoidance strategies in young children with Down syndrome. Down Syndrome Research and Practice. 1993;1(2);47-55. http://www.down-syndrome.org/reviews/10/
  3. Fidler DJ. The emergence of a syndrome-specific personality profile in young children with Down syndrome. Down Syndrome Research and Practice. 2006;10(2);53-60. http://www.down-syndrome.org/reprints/305/
  4. Feeley KM, Jones EA. Preventing challenging behaviours in children with Down syndrome: Attention to early developing repertoires. Down Syndrome Research and Practice. 2008;12(1);11-14. http://www.down-syndrome.org/reviews/2076/
  5. Jones, E., Neil, N. & Feeley. (2014) Enhancing learning for children with Down syndrome. Chapter in R. Faragher and B. Clarke (Eds.), Educating Learners with Down Syndrome. (pp 83-116) Routledge Education.

L’amitié entre un jeune garçon trisomique et la vedette du soccer Georgios Samaras

Georgios Samaras

Photo ba1969*

A lire sur le site EuroNews, un article sur la rencontre touchante de Jay Beattie, un ardent supporteur du joueur Georgios Samaras, avec son idole lors de son onzième anniversaire. Il y a aussi une vidéo où l’on voit Jay exploser de joie lorsque, l’été dernier, son ami Sami a inscrit le pénalty décisif contre la Côte d’Ivoire.

Retrouvailles émouvantes entre un jeune trisomique et une star du football


Visionner la vidéo.


* Cette photo est libre de droits et utilisée sous les conditions suivantes, sans modification.

Anna and Leana are friends in Tacoma

Anna and Leana

Photo IngaMun*

To read on The News Tribune, a conversation between two members of l’Arche Tacoma busy in the finishing of Christmas decorations they sell on many craft shows:

Q&A: Friendships grow at L’Arche farm near Summit


December 14, 2014


*This picture is free of charge and used under this license agreement, without modification.

France – Entente sur les soins de santé, la Charte Romain Jacob

Charte Romain Jacob

Photo mikecco*

A lire sur le site de l’Unapéi, l’annonce d’une Charte  (« Charte Romain Jacob pour l’accès aux soins des personnes en situation de handicap ») signée par 31 acteurs de santé publique et privée pour assurer l’accès aux services de santé des personnes en situation de handicap, tout en tenant compte de leurs particularités:

Une charte pour des soins accessibles

Téléchargez la charte.


* Cette photo est libre de droits et utilisée sous les conditions suivantes, sans modification.

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