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Une seule activit\u00e9 par cat\u00e9gorie et par jour suffit, \u00e0 condition qu'elle ait r\u00e9ellement lieu. C'est la r\u00e9gularit\u00e9, et non la dur\u00e9e, qui ancre les apprentissages. Mieux vaut quinze minutes chaque jour que deux heures le dimanche : la r\u00e9p\u00e9tition dans le temps consolide bien davantage. Les mauvais jours, on garde une version tr\u00e8s r\u00e9duite d'une seule activit\u00e9 facile, simplement pour prot\u00e9ger la routine. Adaptez toujours au rythme et \u00e0 la fatigue de votre adolescent, qui varient d'un jour \u00e0 l'autre.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Combien de temps doit durer une s\u00e9ance ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Des s\u00e9quences courtes, de 10 \u00e0 20 minutes maximum, sont id\u00e9ales. Au-del\u00e0, l'attention et la motivation retombent, et la s\u00e9ance peut devenir contre-productive. On arr\u00eate toujours avant la fatigue, et de pr\u00e9f\u00e9rence sur une r\u00e9ussite : c'est ce qui donne envie de recommencer le lendemain. Pour le num\u00e9rique, quinze minutes par jour \u00e0 heure fixe constituent un bon rep\u00e8re. R\u00e9partir plusieurs petits cr\u00e9neaux dans la journ\u00e9e fonctionne mieux qu'un seul long temps d'activit\u00e9, souvent trop exigeant et v\u00e9cu comme une contrainte.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Comment le motiver quand il refuse ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Trois leviers fonctionnent mieux que l'insistance. D'abord, baisser la difficult\u00e9 jusqu'\u00e0 obtenir des r\u00e9ussites faciles : l'\u00e9chec r\u00e9p\u00e9t\u00e9 est la premi\u00e8re cause de refus. Ensuite, remplacer l'exercice abstrait par une t\u00e2che r\u00e9elle qui a du sens : pr\u00e9parer un vrai go\u00fbter plut\u00f4t qu'un jeu artificiel. Enfin, lui laisser des choix avec la roue des choix, pour qu'il devienne acteur. N\u00e9gociez la dur\u00e9e, pas le principe : \u00ab on fait cinq minutes et on arr\u00eate \u00bb obtient presque toujours plus qu'un rappel des enjeux. Et l'on valorise chaque effort, pas seulement le r\u00e9sultat.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Quel mat\u00e9riel faut-il vraiment ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Presque rien de sp\u00e9cialis\u00e9. L'essentiel se trouve d\u00e9j\u00e0 chez vous : linge, vaisselle, ingr\u00e9dients, photos, jeu de paires. Le vrai mat\u00e9riel utile, ce sont les supports visuels : s\u00e9quences illustr\u00e9es, pictogrammes, plannings. Les outils gratuits de DYNSEO \u2014 guide d'adaptation p\u00e9dagogique, fiche de communication, tableau de routines illustr\u00e9es, thermom\u00e8tre des \u00e9motions, roue des choix \u2014 couvrent l'essentiel des besoins et s'impriment gratuitement. Ajoutez une tablette pour la partie num\u00e9rique avec COCO. Inutile d'investir dans du mat\u00e9riel co\u00fbteux : mieux vaut personnaliser des supports simples avec ses propres photos et centres d'int\u00e9r\u00eat.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"\u00c0 partir de quel \u00e2ge et jusqu'\u00e0 quand ces activit\u00e9s conviennent-elles ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"La plupart de ces activit\u00e9s s'adaptent de la pr\u00e9adolescence au jeune \u00e2ge adulte, en jouant sur les variantes plus faciles ou plus difficiles indiqu\u00e9es pour chacune. L'important est d'ajuster les supports au profil r\u00e9el, pas \u00e0 l'\u00e2ge affich\u00e9 : on choisit des visuels et des th\u00e8mes qui respectent la maturit\u00e9 de l'adolescent, sans infantiliser. Quand les jeux enfantins ne conviennent plus, on passe par exemple de COCO \u00e0 des contenus plus matures. En cas de doute sur ce qui est adapt\u00e9, les professionnels qui suivent votre enfant sauront pr\u00e9ciser les priorit\u00e9s du moment.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/script><\/p>\n<div class=\"dbi-art-ce7df2\">\n<!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 SEO\/GEO ARTICLE TEMPLATE  \u00b7  v1.0\nDo not modify class names: the script generer-articles.py\nand all previously published articles depend on it.\n\nThe script generer-articles.py injects, in order: the colored header,\nthe training or tool box, the written body, and then the structured data.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n--><\/p>\n<div class=\"dyn-article\">\n<header class=\"dyn-pagehead dyn-pagehead--jaune\">\n  <span class=\"dyn-pagehead__cat\">Families &amp; caregivers \u00b7 Down syndrome<\/span><\/p>\n<h1>Supporting a teenager with Down syndrome: activities, resources, and concrete adjustments to implement<\/h1>\n<pee class=\"dyn-pagehead__lead\">A teenager with Down syndrome spends much more time at home, with family, than in sessions with a professional. It is precisely there, in the repeated daily life, that lasting learning takes root: the brain consolidates what it encounters often and in a context that makes sense, much better than a task worked on for an hour a week in an office. Knowing <strong>how to support a teenager with Down syndrome with activities and tools<\/strong> adapted at home means transforming ordinary gestures into opportunities for progress, without turning the home into a rehabilitation room.<\/pee>\n<ul class=\"dyn-pagehead__meta\">\n<li>\u23f1\ufe0f 19 min read<\/li>\n<li>\ud83d\udc65 For families and caregivers<\/li>\n<li>\ud83d\udd04 Updated in August 2026<\/li>\n<\/ul>\n<\/header>\n<aside class=\"dyn-hero\" aria-label=\"Training presented in this article\">\n<div class=\"dyn-hero__grid\">\n<div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/dynseo-images\/output\/course-441859-fr-1784736541.jpg\" alt=\"DYNSEO Training 'Supporting a teenager with Down syndrome: social life, emotions, autonomy'\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n<div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">The training related to this article<\/span>\n      <pee class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">Supporting a teenager with Down syndrome: social life, emotions, autonomy<\/a><\/pee>\n      <pee class=\"dyn-hero__pitch\">Everything this article explains, put into practice.<\/pee>\n<ul class=\"dyn-badges\">\n<li>\ud83c\udfa5 6 modules \u00b7 17 lessons<\/li>\n<li>\ud83d\udcbb 100 % online<\/li>\n<li>\u23f1\ufe0f At your own pace<\/li>\n<li>\ud83c\udfc5 Qualiopi organization<\/li>\n<li>\ud83c\udf0d 9 languages<\/li>\n<\/ul>\n<div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">See the training<\/a><br \/>\n        <span class=\"dyn-hero__price\">20.0 \u20ac<\/span>\n      <\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/aside>\n<pee>This article is a concrete toolbox, not a theoretical course. You will find fifteen activities described in enough detail to be launched as soon as tonight, an organization of the day and week, adjustments to the environment room by room, free printable resources, and the place to give to digital tools. Nothing requires expensive materials or particular skills: only consistency, observation, and the right level of demand.<\/pee>\n<section class=\"dyn-tldr\">\n<h2>The essentials in 30 seconds<\/h2>\n<pee>Supporting a teenager with Down syndrome on a daily basis is based on three simple principles: <strong>repetition, visual cues, and activities that make sense to them<\/strong>. The goal is to promote autonomy, not performance.<\/pee>\n<ul>\n<li><strong>The right level<\/strong> \u2014 propose a task that is successful about seven times out of ten: enough to succeed, enough to progress.<\/li>\n<li><strong>Visual cues everywhere<\/strong> \u2014 pictograms, photos, illustrated sequences: the image supports understanding and anticipation.<\/li>\n<li><strong>Stable routines<\/strong> \u2014 a predictable flow reassures and frees up energy for learning.<\/li>\n<li><strong>Break down each task<\/strong> \u2014 a complex action becomes accessible when broken down into small visible steps.<\/li>\n<li><strong>Value, track, communicate<\/strong> \u2014 noting progress makes it visible and facilitates the connection with professionals who follow the teenager.<\/li>\n<\/ul>\n<\/section>\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <pee>In the table of contents<\/pee>\n<ol>\n<li><a href=\"#dyn-regles\">The 5 rules before starting<\/a><\/li>\n<li><a href=\"#dyn-autonomie\">Autonomy and daily gestures (activities 1 to 4)<\/a><\/li>\n<li><a href=\"#dyn-communication\">Communication and language (activities 5 to 8)<\/a><\/li>\n<li><a href=\"#dyn-emotions\">Emotions and social life (activities 9 to 11)<\/a><\/li>\n<li><a href=\"#dyn-cognition\">Attention, memory, and logic (activities 12 to 15)<\/a><\/li>\n<li><a href=\"#dyn-semaine\">A typical day and a typical week<\/a><\/li>\n<li><a href=\"#dyn-environnement\">Adjusting the environment, room by room<\/a><\/li>\n<li><a href=\"#dyn-supports\">Free printable DYNSEO resources<\/a><\/li>\n<li><a href=\"#dyn-numerique\">The place of digital tools<\/a><\/li>\n<li><a href=\"#dyn-erreurs\">The 5 mistakes to avoid<\/a><\/li>\n<li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n<\/ol>\n<\/nav>\n<h2 id=\"dyn-regles\">The 5 rules before starting<\/h2>\n<pee>Before diving into the activities, five principles determine their effectiveness. They apply to all the proposals that follow, regardless of your teenager&#8217;s age or level. Take the time to integrate them: they will make the difference between a routine that lasts and a series of abandoned attempts.<\/pee>\n<div class=\"dyn-cards\">\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfaf<\/span><\/p>\n<h3>Aim for success, not performance<\/h3>\n<pee>We seek a task that is successful about seven times out of ten. If everything is too easy, we raise the bar; if failure recurs, we lower it without comment or reproach.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udde9<\/span><\/p>\n<h3>Break down each task<\/h3>\n<pee>A complex action becomes accessible in small steps. \u201cSetting the table\u201d can be broken down: plates, then glasses, then cutlery, each step illustrated if necessary.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\uddbc\ufe0f<\/span><\/p>\n<h3>Make it visible with images<\/h3>\n<pee>Pictograms, photos, illustrated sequences: the visual channel is often a solid support for the teenager with Down syndrome. We show as much as we explain.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd01<\/span><\/p>\n<h3>Repeat and stabilize<\/h3>\n<pee>The same flow, at the same time, helps with memorization and anticipation. Routine does not bore: it secures and frees up energy to progress.<\/pee>\n  <\/div>\n<\/div>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f First of all&nbsp;: adapt with the professionals who follow him<\/strong>\n  <pee>The activities below are everyday proposals, not care protocols. Each adolescent with Down syndrome has their profile&nbsp;: some have motor, sensory, cardiac, or visual particularities that require certain activities to be adjusted. Talk to the speech therapist, occupational therapist, psychomotor therapist, or the doctor who follows your child. For any signs of distress, unusual withdrawal, or regression, consult the doctor or psychologist&nbsp;: these professionals are the only ones authorized to make a diagnosis and provide guidance.<\/pee>\n<\/div>\n<h2 id=\"dyn-autonomie\">Independence and daily gestures<\/h2>\n<pee>Independence is the common thread of adolescence, and it is built through real household tasks, not abstract exercises. Each mastered gesture is a concrete victory and a gain in self-esteem. The golden rule&nbsp;: do <em>with<\/em>, never <em>instead of<\/em>, even when it is faster to do it yourself.<\/pee>\n<pee>A method recurs in each of the following activities&nbsp;: gradual guidance. At first, we physically or verbally assist the gesture&nbsp;; then we gradually fade the help, down to a simple encouraging glance. We resist the urge to take over at the first hesitation&nbsp;: it is in this small moment of effort that learning takes place. And we celebrate each milestone reached, as pride nourishes motivation much more surely than correction.<\/pee>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">1<\/div>\n<h3 class=\"dyn-module__title\">Prepare his daily bag<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 planning, memory of steps, sense of responsibility and independence.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 an illustrated list attached to the bag (photos of the items to take), 5 to 10 minutes in the evening.<\/li>\n<li><strong>Procedure<\/strong> \u2014 the adolescent looks at the list image by image and places each item in the bag. You stay nearby without intervening, only checking at the end, together.<\/li>\n<li><strong>Easier<\/strong> \u2014 only three items, each photo placed next to the real item.<\/li>\n<li><strong>More difficult<\/strong> \u2014 prepare without the list, then anticipate an unforeseen event&nbsp;: \u201c&nbsp;it\u2019s going to rain tomorrow, what should we add&nbsp;?&nbsp;\u201d<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 he prepares his bag spontaneously, without being asked, and notices a forgotten item himself.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">2<\/div>\n<h3 class=\"dyn-module__title\">Dress independently<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 fine motor skills, sequencing, independence in a major daily gesture.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 clothes laid out in the order of putting them on, an illustrated step-by-step guide displayed in the room, morning time without pressure.<\/li>\n<li><strong>Procedure<\/strong> \u2014 prepare the clothes in order (underwear, top, bottom, socks, shoes). The adolescent follows the illustrated guide. We allow time, we do not finish in his place.<\/li>\n<li><strong>Easier<\/strong> \u2014 start with loose clothing, without buttons or fasteners&nbsp;; favor Velcro and elastic sizes.<\/li>\n<li><strong>More difficult<\/strong> \u2014 introduce buttons, zippers, shoelaces, then choose an outfit suitable for the weather by himself.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the gesture flows without consulting the illustrated guide, and the morning becomes smoother.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">3<\/div>\n<h3 class=\"dyn-module__title\">Set and clear the table<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 spatial awareness, counting, participation in family life, coordination.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a placemat with the location of objects drawn (plate, glass, cutlery), 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 the teenager counts the guests, takes the corresponding number of plates and arranges them according to the drawing on the placemat. We proceed object by object: first all the plates, then all the glasses.<\/li>\n<li><strong>Easier<\/strong> \u2014 only two cutlery, the model placemat clearly visible.<\/li>\n<li><strong>Harder<\/strong> \u2014 complete table for the whole family, without a guide placemat, anticipating an additional guest.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 he counts correctly, places without hesitation, and offers to set the table by himself.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">4<\/div>\n<h3 class=\"dyn-module__title\">Prepare a simple snack<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 sequencing a recipe, fine motor skills, food autonomy, pride in the result.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a recipe in pictures (toast, fruit salad, garnished yogurt), non-cutting utensils, 15 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 we display the steps in images. The teenager performs each step by checking off as they go. We accompany them with our gaze, name the actions, and let them do it.<\/li>\n<li><strong>Easier<\/strong> \u2014 only two steps, ingredients already prepared and measured.<\/li>\n<li><strong>Harder<\/strong> \u2014 a recipe of four to five steps, with a measuring tool to read, then put away and clean up afterwards.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 he goes through the steps without reminders and offers to prepare the snack for the family.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 The power of visual cues<\/strong>\n  <pee>For all these activities, an illustrated sequence displayed in the right place is better than ten oral instructions. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">free illustrated routine chart<\/a> from DYNSEO allows you to create these procedures in images for dressing, meals, or preparing the bag. We display it at eye level, where the action takes place.<\/pee>\n<\/div>\n<h2 id=\"dyn-communication\">Communication and language<\/h2>\n<pee>For many teenagers with Down syndrome, comprehension exceeds expression: they often understand more than they can say. These activities aim to support expression and multiply communication channels. They complement the work of the speech therapist, they never replace it: ask them which ones best serve the current objectives.<\/pee>\n<pee>Three reflexes facilitate each exchange, regardless of the activity. We get down to their level and capture their gaze before speaking. We allow a real response time, often longer than we think, without finishing their sentences for them. And we always pair speech with a visual support \u2014 gesture, object, pictogram \u2014 to provide a second anchor for understanding. These reflexes also apply to siblings and close ones, to whom it is useful to explain them.<\/pee>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">5<\/div>\n<h3 class=\"dyn-module__title\">The communication binder<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to have an immediate expression support, reduce frustration related to words that don&#8217;t come.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a binder or cards, pictograms and photos, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-adaptee-trisomie\/\">adapted Down syndrome communication sheet<\/a> from DYNSEO, 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 one page per daily theme (wants, needs, emotions, people, places). We browse together every day, we point and name, and we use it in real exchanges.<\/li>\n<li><strong>Easier<\/strong> \u2014 point to the image when you name the word.<\/li>\n<li><strong>Harder<\/strong> \u2014 construct a short sentence by combining several pictograms.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the teenager takes the binder by themselves to make themselves understood.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">6<\/div>\n<h3 class=\"dyn-module__title\">Naming while shopping<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 enrich vocabulary in context, which is much more effective than on an abstract list.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 an illustrated shopping list, 15 minutes in a quiet store.<\/li>\n<li><strong>Procedure<\/strong> \u2014 the teenager holds the list in images, looks for each product, names it, and places it in the cart. If the word gets stuck, give the first syllable instead of the whole word.<\/li>\n<li><strong>Easier<\/strong> \u2014 three very familiar products, in an aisle identified in advance.<\/li>\n<li><strong>Harder<\/strong> \u2014 say what each product is for, then pay and check the change.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 they name without the prompt and anticipate the aisle where to find the product.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">7<\/div>\n<h3 class=\"dyn-module__title\">Reading aloud together<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 articulation, breath, understanding, and shared pleasure of the story.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a short text in large print, an illustrated story suitable for their age and interests, 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 you read one sentence, the teenager reads or repeats the next one. We stop at the end of a passage, never in the middle of an effort, and we comment on the image together.<\/li>\n<li><strong>Easier<\/strong> \u2014 they only complete the last word of each sentence, which the image announces.<\/li>\n<li><strong>Harder<\/strong> \u2014 summarize the passage in one sentence, then anticipate the next part of the story.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the sentences read get longer and they request the evening reading.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">8<\/div>\n<h3 class=\"dyn-module__title\">Telling about their day with photos<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 work on storytelling, chronology, and memory of recent events.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a few photos taken during the day on a phone, 10 minutes in the evening.<\/li>\n<li><strong>Procedure<\/strong> \u2014 we look at the photos in order and the teenager tells what they did, using \u201cfirst\u201d, \u201cthen\u201d, \u201cafter\u201d. You prompt with open questions, without correcting every word.<\/li>\n<li><strong>Easier<\/strong> \u2014 two photos, one simple question per photo: \u201cwho?\u201d, \u201cwhere?\u201d<\/li>\n<li><strong>Harder<\/strong> \u2014 tell without the photos, then express what they felt at each moment.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 they link events in the correct order and add spontaneous details.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-cta\">\n<h3>Aller plus loin que les activit\u00e9s&nbsp;: la m\u00e9thode compl\u00e8te<\/h3>\n<pee>La formation DYNSEO \u00ab&nbsp;Soutenir un adolescent trisomique&nbsp;: vie sociale, \u00e9motions, autonomie&nbsp;\u00bb reprend ces principes en 17 le\u00e7ons vid\u00e9o&nbsp;: communication, gestion des \u00e9motions, autonomie et am\u00e9nagements, pas \u00e0 pas. 100&nbsp;% en ligne, \u00e0 votre rythme, acc\u00e8s illimit\u00e9.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">D\u00e9couvrir la formation \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n<h2 id=\"dyn-emotions\">\u00c9motions et vie sociale<\/h2>\n<pee>L&#8217;adolescence amplifie les \u00e9motions et fait \u00e9merger de nouveaux besoins sociaux. Pour un adolescent trisomique, mettre des mots sur ce qu&#8217;il ressent est un apprentissage \u00e0 part enti\u00e8re, qui pr\u00e9vient bien des crises. Ces activit\u00e9s outillent l&#8217;expression \u00e9motionnelle et le lien aux autres. Pour tout signe de tristesse durable ou de repli, orientez vers le psychologue ou le m\u00e9decin.<\/pee>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">9<\/div>\n<h3 class=\"dyn-module__title\">Le thermom\u00e8tre des \u00e9motions<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 identifier et nommer l&#8217;intensit\u00e9 d&#8217;une \u00e9motion, avant qu&#8217;elle ne d\u00e9borde.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 le <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\">thermom\u00e8tre des \u00e9motions<\/a> gratuit de DYNSEO, affich\u00e9 dans un endroit calme, 5 minutes \u00e0 des moments cl\u00e9s.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 plusieurs fois par jour, on demande&nbsp;: \u00ab&nbsp;tu es o\u00f9 sur le thermom\u00e8tre&nbsp;?&nbsp;\u00bb L&#8217;adolescent pointe le niveau. On associe chaque niveau \u00e0 une action apaisante rep\u00e9r\u00e9e \u00e0 l&#8217;avance.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 trois niveaux seulement&nbsp;: calme, agit\u00e9, tr\u00e8s f\u00e2ch\u00e9, avec des visages dessin\u00e9s.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 nommer la cause de l&#8217;\u00e9motion et choisir soi-m\u00eame la strat\u00e9gie pour redescendre.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il vient signaler \u00ab&nbsp;je monte&nbsp;\u00bb avant la crise, au lieu de la subir.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">10<\/div>\n<h3 class=\"dyn-module__title\">La roue des choix<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 apprendre \u00e0 faire des choix, d\u00e9velopper l&#8217;autod\u00e9termination et r\u00e9duire l&#8217;opposition.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 la <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-dynseo-training-tools\/\">roue des choix<\/a> illustr\u00e9e de DYNSEO, 5 minutes au moment d&#8217;une d\u00e9cision.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 face \u00e0 une situation, on pr\u00e9sente deux ou trois options illustr\u00e9es sur la roue&nbsp;: \u00ab&nbsp;tu pr\u00e9f\u00e8res t&#8217;habiller d&#8217;abord ou prendre le petit-d\u00e9jeuner d&#8217;abord&nbsp;?&nbsp;\u00bb L&#8217;adolescent choisit et l&#8217;on respecte son choix.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 deux options seulement, tr\u00e8s concr\u00e8tes et imm\u00e9diates.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 anticiper les cons\u00e9quences de chaque choix avant de d\u00e9cider.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il exprime des pr\u00e9f\u00e9rences spontan\u00e9ment et accepte mieux le cadre parce qu&#8217;il y participe.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">11<\/div>\n<h3 class=\"dyn-module__title\">Le jeu de r\u00f4le des situations sociales<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 r\u00e9p\u00e9ter \u00e0 l&#8217;avance les codes sociaux d&#8217;une situation r\u00e9elle, pour aborder l&#8217;impr\u00e9vu avec confiance.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 aucun mat\u00e9riel, ou des cartes-sc\u00e9narios illustr\u00e9es, 10 minutes.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on rejoue une sc\u00e8ne du quotidien (saluer, commander \u00e0 la boulangerie, demander de l&#8217;aide). Vous jouez d&#8217;abord le r\u00f4le, puis on inverse. On r\u00e9p\u00e8te jusqu&#8217;\u00e0 ce que la phrase soit fluide.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 une seule phrase \u00e0 dire, apprise et r\u00e9p\u00e9t\u00e9e&nbsp;: \u00ab&nbsp;bonjour, un pain s&#8217;il vous pla\u00eet&nbsp;\u00bb.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 improviser une r\u00e9ponse \u00e0 un impr\u00e9vu&nbsp;: \u00ab&nbsp;et s&#8217;il n&#8217;y a plus de pain&nbsp;?&nbsp;\u00bb<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il transpose la sc\u00e8ne apprise dans la vraie situation, sans blocage.<\/li>\n<\/ul>\n<\/div>\n<h2 id=\"dyn-cognition\">Attention, m\u00e9moire et logique<\/h2>\n<pee>Ces activit\u00e9s entra\u00eenent les fonctions cognitives dans un cadre ludique. L&#8217;objectif n&#8217;est jamais la note ou la vitesse, mais le plaisir de r\u00e9ussir et le transfert vers la vie r\u00e9elle. On garde des s\u00e9ances courtes et on arr\u00eate toujours sur une r\u00e9ussite.<\/pee>\n<pee>Un point m\u00e9rite attention&nbsp;: chez l&#8217;adolescent trisomique, ce qui est appris dans un contexte ne se transf\u00e8re pas toujours spontan\u00e9ment \u00e0 un autre. Trier des chaussettes ne garantit pas de savoir trier les couverts. On gagne donc \u00e0 r\u00e9p\u00e9ter la m\u00eame comp\u00e9tence dans plusieurs situations diff\u00e9rentes, avec le m\u00eame vocabulaire, pour que la logique se g\u00e9n\u00e9ralise. C&#8217;est aussi pourquoi les jeux cognitifs prennent tout leur sens quand ils d\u00e9bouchent sur une application r\u00e9elle&nbsp;: on trie pour ranger, on compte pour mettre la table, on m\u00e9morise pour pr\u00e9parer son sac.<\/pee>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">12<\/div>\n<h3 class=\"dyn-module__title\">Le jeu de paires<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 attention visuelle, m\u00e9moire de travail, patience.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 un jeu de paires illustr\u00e9 (animaux, objets familiers), 10 minutes.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on \u00e9tale les cartes face cach\u00e9e et l&#8217;on retourne deux cartes \u00e0 la fois pour trouver les paires. On nomme chaque image \u00e0 voix haute, ce qui travaille aussi le langage.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 six cartes, images tr\u00e8s contrast\u00e9es et bien distinctes.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 vingt cartes, avec des images proches \u00e0 distinguer finement.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il retient l&#8217;emplacement des cartes d\u00e9j\u00e0 vues et gagne en concentration.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">13<\/div>\n<h3 class=\"dyn-module__title\">Trier et classer<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 cat\u00e9gorisation, logique, notions de couleur, forme et taille, utiles pour l&#8217;autonomie domestique.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 des objets du quotidien \u00e0 trier (chaussettes par paires, couverts, jouets par couleur), 10 minutes.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on donne un crit\u00e8re de tri et l&#8217;adolescent range en cons\u00e9quence. On part d&#8217;un seul crit\u00e8re avant d&#8217;en combiner deux. Le tri du linge ou des courses en est une application directe.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 deux cat\u00e9gories bien distinctes, avec un mod\u00e8le sous les yeux.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 trier selon deux crit\u00e8res \u00e0 la fois (couleur puis taille), ou trouver l&#8217;intrus dans une s\u00e9rie.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il trie juste et applique la logique \u00e0 une vraie t\u00e2che de rangement.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">14<\/div>\n<h3 class=\"dyn-module__title\">La s\u00e9ance num\u00e9rique de 15 minutes<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 attention, m\u00e9moire, logique et langage, avec un niveau qui s&#8217;ajuste automatiquement.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 une tablette et l&#8217;application <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a>, 15 minutes, \u00e0 heure fixe.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 deux ou trois jeux courts, toujours dans le m\u00eame ordre pour cr\u00e9er un rituel. On arr\u00eate \u00e0 la fin du temps pr\u00e9vu, m\u00eame si tout se passe bien, pour pr\u00e9server le plaisir.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 un seul jeu, au niveau le plus bas, avec vous \u00e0 c\u00f4t\u00e9 pour encourager.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 augmenter progressivement le niveau, ou jouer seul puis vous montrer les r\u00e9sultats.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il prend la tablette pour l&#8217;exercice sans qu&#8217;on la propose, et suit ses propres progr\u00e8s.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">15<\/div>\n<h3 class=\"dyn-module__title\">L&#8217;agenda de la semaine<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 rep\u00e8res temporels, anticipation, m\u00e9moire des \u00e9v\u00e9nements, sentiment de ma\u00eetrise du temps.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 un planning hebdomadaire illustr\u00e9, avec un pictogramme par activit\u00e9, 5 minutes chaque matin.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 chaque matin, on rep\u00e8re ensemble le jour et les activit\u00e9s pr\u00e9vues. On coche ce qui est fait. Le soir, on pr\u00e9pare le lendemain, ce qui rassure sur ce qui va arriver.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 un planning \u00e0 la journ\u00e9e, avec matin, midi et soir seulement.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 anticiper toute la semaine et rep\u00e9rer un changement dans l&#8217;emploi du temps habituel.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il consulte le planning de lui-m\u00eame et pose moins de questions anxieuses sur \u00ab&nbsp;ce qu&#8217;on fait apr\u00e8s&nbsp;\u00bb.<\/li>\n<\/ul>\n<\/div>\n<h2 id=\"dyn-semaine\">Une journ\u00e9e type et une semaine type<\/h2>\n<pee>Le pi\u00e8ge classique&nbsp;: vouloir tout faire tous les jours. Une seule activit\u00e9 par cat\u00e9gorie et par jour suffit largement, \u00e0 condition qu&#8217;elle ait vraiment lieu. La r\u00e9gularit\u00e9 l&#8217;emporte toujours sur l&#8217;intensit\u00e9. Voici une trame indicative, \u00e0 adapter au rythme de votre adolescent et \u00e0 ses temps de fatigue.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Moment<\/th>\n<th>Ce qu&#8217;on y met<\/th>\n<th>Dur\u00e9e<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Matin, au r\u00e9veil<\/td>\n<td>Agenda de la journ\u00e9e, puis habillage en autonomie<\/td>\n<td>15-20 min<\/td>\n<\/tr>\n<tr>\n<td>Avant de partir<\/td>\n<td>Pr\u00e9parer son sac avec la liste illustr\u00e9e<\/td>\n<td>5-10 min<\/td>\n<\/tr>\n<tr>\n<td>Fin d&#8217;apr\u00e8s-midi<\/td>\n<td>Pr\u00e9parer un go\u00fbter, ou une t\u00e2che du quotidien r\u00e9elle<\/td>\n<td>15 min<\/td>\n<\/tr>\n<tr>\n<td>Apr\u00e8s le go\u00fbter<\/td>\n<td>S\u00e9ance num\u00e9rique ou jeu cognitif (paires, tri)<\/td>\n<td>15 min<\/td>\n<\/tr>\n<tr>\n<td>Avant le d\u00eener<\/td>\n<td>Mettre la table, thermom\u00e8tre des \u00e9motions si besoin<\/td>\n<td>10 min<\/td>\n<\/tr>\n<tr>\n<td>Soir<\/td>\n<td>Raconter sa journ\u00e9e avec les photos, lecture \u00e0 deux voix<\/td>\n<td>15 min<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Jour<\/th>\n<th>Dominante de la journ\u00e9e<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Lundi<\/td>\n<td>Autonomie \u2014 sac, habillage, table<\/td>\n<\/tr>\n<tr>\n<td>Mardi<\/td>\n<td>Communication \u2014 lecture \u00e0 deux voix, classeur<\/td>\n<\/tr>\n<tr>\n<td>Mercredi<\/td>\n<td>Cognition \u2014 paires, tri et classement<\/td>\n<\/tr>\n<tr>\n<td>Jeudi<\/td>\n<td>Vie pratique \u2014 pr\u00e9parer un go\u00fbter de bout en bout<\/td>\n<\/tr>\n<tr>\n<td>Vendredi<\/td>\n<td>\u00c9motions et social \u2014 roue des choix, jeu de r\u00f4le<\/td>\n<\/tr>\n<tr>\n<td>Samedi<\/td>\n<td>Sortie \u2014 courses, situation sociale r\u00e9elle<\/td>\n<\/tr>\n<tr>\n<td>Dimanche<\/td>\n<td>Rien d&#8217;impos\u00e9. Le repos et le jeu libre comptent aussi.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Un dimanche sans programme n&#8217;est pas une journ\u00e9e perdue<\/strong>\n  <pee>Le repos, le jeu libre et les moments simplement partag\u00e9s en famille consolident aussi les apprentissages et pr\u00e9servent la relation. Vous \u00eates d&#8217;abord parent, fr\u00e8re ou s\u0153ur&nbsp;: cette place-l\u00e0 compte plus que n&#8217;importe quelle activit\u00e9.<\/pee>\n<\/div>\n<h2 id=\"dyn-environnement\">Am\u00e9nager l&#8217;environnement, pi\u00e8ce par pi\u00e8ce<\/h2>\n<pee>Un environnement bien pens\u00e9 fait la moiti\u00e9 du travail&nbsp;: il rend l&#8217;adolescent plus autonome et r\u00e9duit les sources de stress et de conflit. La plupart des am\u00e9nagements utiles ne co\u00fbtent presque rien. L&#8217;id\u00e9e directrice&nbsp;: rendre chaque chose visible, pr\u00e9visible et accessible.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Pi\u00e8ce<\/th>\n<th>Ce qui pose probl\u00e8me<\/th>\n<th>Ce qu&#8217;on met en place<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Chambre<\/td>\n<td>Rangement flou, matins compliqu\u00e9s, difficult\u00e9 \u00e0 trouver ses affaires<\/td>\n<td>\u00c9tiquettes illustr\u00e9es sur les tiroirs, tenue pr\u00e9par\u00e9e la veille, bande illustr\u00e9e de l&#8217;habillage<\/td>\n<\/tr>\n<tr>\n<td>Salle de bain<\/td>\n<td>\u00c9tapes de l&#8217;hygi\u00e8ne oubli\u00e9es ou dans le d\u00e9sordre<\/td>\n<td>S\u00e9quence illustr\u00e9e du brossage de dents et de la toilette affich\u00e9e au mur, produits toujours \u00e0 la m\u00eame place<\/td>\n<\/tr>\n<tr>\n<td>Cuisine<\/td>\n<td>Objets inaccessibles, dangers, difficult\u00e9 \u00e0 aider<\/td>\n<td>Vaisselle courante et ustensiles non coupants \u00e0 hauteur de main, coin d\u00e9di\u00e9 \u00e0 ses pr\u00e9parations<\/td>\n<\/tr>\n<tr>\n<td>S\u00e9jour<\/td>\n<td>Trop de stimulations, \u00e9crans envahissants, difficult\u00e9 \u00e0 se concentrer<\/td>\n<td>Un coin calme sans \u00e9cran pour les activit\u00e9s, t\u00e9l\u00e9vision et musique \u00e9teintes pendant les \u00e9changes<\/td>\n<\/tr>\n<tr>\n<td>Entr\u00e9e<\/td>\n<td>D\u00e9parts stressants, oublis r\u00e9p\u00e9t\u00e9s<\/td>\n<td>Pat\u00e8re \u00e0 sa hauteur, liste illustr\u00e9e du sac pr\u00e8s de la porte, planning de la semaine affich\u00e9<\/td>\n<\/tr>\n<tr>\n<td>Toutes pi\u00e8ces<\/td>\n<td>Rep\u00e8res temporels flous, transitions difficiles<\/td>\n<td>Horloge visuelle, minuteur pour annoncer les fins d&#8217;activit\u00e9, pictogrammes des r\u00e8gles cl\u00e9s<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>Deux principes traversent tout le logement. Premier principe&nbsp;: <strong>chaque chose \u00e0 sa place, toujours la m\u00eame<\/strong>, car la stabilit\u00e9 de l&#8217;environnement lib\u00e8re l&#8217;attention pour l&#8217;apprentissage. Second principe&nbsp;: <strong>r\u00e9duire le bruit et les stimulations parasites<\/strong> pendant les temps d&#8217;\u00e9change ou de concentration. Une pi\u00e8ce calme, un \u00e9clairage suffisant et r\u00e9gulier, et l&#8217;\u00e9cran \u00e9teint pendant qu&#8217;on se parle&nbsp;: ces trois r\u00e9glages simples am\u00e9liorent souvent la disponibilit\u00e9 de l&#8217;adolescent de fa\u00e7on spectaculaire.<\/pee>\n<h2 id=\"dyn-supports\">Les supports gratuits DYNSEO \u00e0 imprimer<\/h2>\n<pee>Plusieurs outils DYNSEO sont t\u00e9l\u00e9chargeables et imprimables gratuitement depuis le <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">catalogue des outils<\/a>. Ils structurent directement les activit\u00e9s d\u00e9crites plus haut. Voici lesquels utiliser, et exactement pour quoi.<\/pee>\n<ul>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/guide-adaptation-pedagogique-trisomie\/\">Guide d&#8217;adaptation p\u00e9dagogique trisomie<\/a> \u2014 le socle de m\u00e9thode&nbsp;: comment d\u00e9composer une consigne, choisir le bon niveau et adapter chaque activit\u00e9 de cet article au profil de votre adolescent.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-adaptee-trisomie\/\">Fiche de communication adapt\u00e9e trisomie<\/a> \u2014 le support de l&#8217;activit\u00e9 5, \u00e0 personnaliser avec vos pictogrammes et photos pour le classeur de communication.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">Tableau de routines illustr\u00e9es<\/a> \u2014 pour composer les s\u00e9quences visuelles de l&#8217;habillage, du repas, de la pr\u00e9paration du sac&nbsp;; \u00e0 afficher l\u00e0 o\u00f9 l&#8217;action se d\u00e9roule.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\">Thermom\u00e8tre des \u00e9motions<\/a> \u2014 le c\u0153ur de l&#8217;activit\u00e9 9, \u00e0 afficher dans un endroit calme pour rep\u00e9rer et nommer l&#8217;intensit\u00e9 \u00e9motionnelle avant le d\u00e9bordement.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-dynseo-training-tools\/\">Roue des choix<\/a> \u2014 le support de l&#8217;activit\u00e9 10, pour d\u00e9velopper l&#8217;autod\u00e9termination et proposer des choix cadr\u00e9s au quotidien.<\/li>\n<\/ul>\n<pee>Le mode d&#8217;emploi est le m\u00eame pour tous&nbsp;: on imprime, on personnalise avec les photos et centres d&#8217;int\u00e9r\u00eat de l&#8217;adolescent, on affiche \u00e0 hauteur des yeux et on utilise le support dans les vraies situations, pas seulement en \u00ab&nbsp;exercice&nbsp;\u00bb. Vous trouverez aussi des <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">tests cognitifs<\/a> pour situer certaines comp\u00e9tences, \u00e0 interpr\u00e9ter avec l&#8217;aide des professionnels qui le suivent.<\/pee>\n<h2 id=\"dyn-numerique\">La place du num\u00e9rique<\/h2>\n<pee>Une tablette ne remplace ni l&#8217;accompagnement humain ni les activit\u00e9s r\u00e9elles. Elle apporte deux choses que le papier ne donne pas&nbsp;: un ajustement automatique de la difficult\u00e9, jeu apr\u00e8s jeu, et une trace des r\u00e9sultats qui rend le progr\u00e8s visible. Bien encadr\u00e9, l&#8217;\u00e9cran devient un alli\u00e9&nbsp;; mal dos\u00e9, il devient une source de conflit. Le rep\u00e8re&nbsp;: un temps court, \u00e0 heure fixe, jamais en fin de soir\u00e9e.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Application<\/th>\n<th>Pour qui<\/th>\n<th>Usage type<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a><\/td>\n<td>Enfants et adolescents, apprentissages ludiques<\/td>\n<td>15 minutes par jour, 2 \u00e0 3 jeux d&#8217;attention, m\u00e9moire, logique et langage<\/td>\n<\/tr>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MON DICO<\/a><\/td>\n<td>Communication non verbale, expression limit\u00e9e<\/td>\n<td>Support visuel d&#8217;\u00e9change au quotidien, en compl\u00e9ment du classeur<\/td>\n<\/tr>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">JOE<\/a><\/td>\n<td>Jeune adulte, contenus plus matures<\/td>\n<td>Alternative \u00e0 COCO quand les visuels enfantins ne conviennent plus<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>Pour cet \u00e2ge et ce profil, l&#8217;application <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a> est le meilleur point de d\u00e9part&nbsp;: des jeux courts, un niveau qui s&#8217;ajuste seul, et un suivi des r\u00e9sultats qui motive sans mettre en \u00e9chec. Le bon dosage&nbsp;: 15 minutes par jour, \u00e0 heure fixe, plut\u00f4t qu&#8217;une heure d&#8217;affil\u00e9e le week-end. On accompagne les premi\u00e8res s\u00e9ances, puis on laisse progressivement l&#8217;adolescent jouer seul et vous montrer ce qu&#8217;il a r\u00e9ussi. <strong>\u274c \u00c0 \u00e9viter&nbsp;:<\/strong> laisser la tablette en acc\u00e8s libre toute la journ\u00e9e, ou l&#8217;utiliser comme r\u00e9compense ou punition&nbsp;: cela brouille sa valeur d&#8217;outil d&#8217;apprentissage.<\/pee>\n<h2 id=\"dyn-erreurs\">Les 5 erreurs \u00e0 \u00e9viter<\/h2>\n<pee>Certaines maladresses, toujours pleines de bonnes intentions, freinent l&#8217;autonomie plus qu&#8217;elles ne l&#8217;aident. Les conna\u00eetre, c&#8217;est d\u00e9j\u00e0 les \u00e9viter.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Faire \u00e0 sa place.<\/strong> Par gentillesse ou par manque de temps&nbsp;: c&#8217;est la premi\u00e8re cause de perte d&#8217;autonomie \u00e9vitable. Laissez faire, m\u00eame imparfaitement, m\u00eame lentement. Le geste maladroit d&#8217;aujourd&#8217;hui est l&#8217;autonomie de demain.<\/li>\n<li><strong>Viser trop haut, trop vite.<\/strong> Un programme ambitieux tenu une semaine puis abandonn\u00e9 produit moins qu&#8217;une routine modeste tenue plusieurs mois. On part d&#8217;un niveau o\u00f9 la r\u00e9ussite est facile, on monte ensuite par petits paliers.<\/li>\n<li><strong>Tout expliquer par la parole.<\/strong> Les longues consignes orales se perdent. On montre, on illustre, on d\u00e9compose&nbsp;: le canal visuel est souvent bien plus efficace que l&#8217;explication verbale seule.<\/li>\n<li><strong>Transformer la maison en salle de r\u00e9\u00e9ducation.<\/strong> Si chaque instant devient un exercice, la relation s&#8217;\u00e9puise et l&#8217;adh\u00e9sion aussi. Les moments gratuits, le jeu et le rire ont autant de valeur que les activit\u00e9s structur\u00e9es.<\/li>\n<li><strong>Comparer et se d\u00e9courager.<\/strong> Chaque adolescent trisomique a son rythme. Comparer \u00e0 un autre enfant, ou \u00e0 un calendrier id\u00e9al, fait perdre de vue les vrais progr\u00e8s. Notez les petites victoires&nbsp;: ce sont elles qui relancent la motivation, la sienne et la v\u00f4tre.<\/li>\n<\/ol>\n<h2>Pour aller plus loin<\/h2>\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Guide de fond<\/span>Soutenir un adolescent trisomique&nbsp;: le guide complet pour comprendre ce qui se joue<\/a><br \/>\n  <a href=\"#\"><span>Situations du quotidien<\/span>10 situations difficiles au quotidien et comment y r\u00e9pondre, pas \u00e0 pas<\/a><br \/>\n  <a href=\"#\"><span>Aides &amp; interlocuteurs<\/span>\u00c0 qui s&#8217;adresser, quelles aides et comment tenir dans la dur\u00e9e<\/a><br \/>\n  <a href=\"#\"><span>La formation<\/span>Programme, contenu et \u00e0 qui s&#8217;adresse la formation DYNSEO<\/a>\n<\/div>\n<h2 id=\"dyn-faq\">Questions fr\u00e9quentes<\/h2>\n<div class=\"dyn-faq\">\n<h3>\u00c0 quelle fr\u00e9quence proposer ces activit\u00e9s&nbsp;?<\/h3>\n<pee>Tous les jours, mais peu \u00e0 la fois. Une seule activit\u00e9 par cat\u00e9gorie et par jour suffit, \u00e0 condition qu&#8217;elle ait r\u00e9ellement lieu. C&#8217;est la r\u00e9gularit\u00e9, et non la dur\u00e9e, qui ancre les apprentissages. Mieux vaut quinze minutes chaque jour que deux heures le dimanche&nbsp;: la r\u00e9p\u00e9tition dans le temps consolide bien davantage. Les mauvais jours, on garde une version tr\u00e8s r\u00e9duite d&#8217;une seule activit\u00e9 facile, simplement pour prot\u00e9ger la routine. Adaptez toujours au rythme et \u00e0 la fatigue de votre adolescent, qui varient d&#8217;un jour \u00e0 l&#8217;autre.<\/pee>\n<h3>Combien de temps doit durer une s\u00e9ance&nbsp;?<\/h3>\n<pee>Des s\u00e9quences courtes, de 10 \u00e0 20 minutes maximum, sont id\u00e9ales. Au-del\u00e0, l&#8217;attention et la motivation retombent, et la s\u00e9ance peut devenir contre-productive. On arr\u00eate toujours avant la fatigue, et de pr\u00e9f\u00e9rence sur une r\u00e9ussite&nbsp;: c&#8217;est ce qui donne envie de recommencer le lendemain. Pour le num\u00e9rique, quinze minutes par jour \u00e0 heure fixe constituent un bon rep\u00e8re. R\u00e9partir plusieurs petits cr\u00e9neaux dans la journ\u00e9e fonctionne mieux qu&#8217;un seul long temps d&#8217;activit\u00e9, souvent trop exigeant et v\u00e9cu comme une contrainte.<\/pee>\n<h3>Comment le motiver quand il refuse&nbsp;?<\/h3>\n<pee>Trois leviers fonctionnent mieux que l&#8217;insistance. D&#8217;abord, baisser la difficult\u00e9 jusqu&#8217;\u00e0 obtenir des r\u00e9ussites faciles&nbsp;: l&#8217;\u00e9chec r\u00e9p\u00e9t\u00e9 est la premi\u00e8re cause de refus. Ensuite, remplacer l&#8217;exercice abstrait par une t\u00e2che r\u00e9elle qui a du sens&nbsp;: pr\u00e9parer un vrai go\u00fbter plut\u00f4t qu&#8217;un jeu artificiel. Enfin, lui laisser des choix avec la roue des choix, pour qu&#8217;il devienne acteur. N\u00e9gociez la dur\u00e9e, pas le principe&nbsp;: \u00ab&nbsp;on fait cinq minutes et on arr\u00eate&nbsp;\u00bb obtient presque toujours plus qu&#8217;un rappel des enjeux. Et l&#8217;on valorise chaque effort, pas seulement le r\u00e9sultat.<\/pee>\n<h3>Quel mat\u00e9riel faut-il vraiment&nbsp;?<\/h3>\n<pee>Presque rien de sp\u00e9cialis\u00e9. L&#8217;essentiel se trouve d\u00e9j\u00e0 chez vous&nbsp;: linge, vaisselle, ingr\u00e9dients, photos, jeu de paires. Le vrai mat\u00e9riel utile, ce sont les supports visuels&nbsp;: s\u00e9quences illustr\u00e9es, pictogrammes, plannings. Les outils gratuits de DYNSEO \u2014 guide d&#8217;adaptation p\u00e9dagogique, fiche de communication, tableau de routines illustr\u00e9es, thermom\u00e8tre des \u00e9motions, roue des choix \u2014 couvrent l&#8217;essentiel des besoins et s&#8217;impriment gratuitement. Ajoutez une tablette pour la partie num\u00e9rique avec COCO. Inutile d&#8217;investir dans du mat\u00e9riel co\u00fbteux&nbsp;: mieux vaut personnaliser des supports simples avec ses propres photos et centres d&#8217;int\u00e9r\u00eat.<\/pee>\n<h3>\u00c0 partir de quel \u00e2ge et jusqu&#8217;\u00e0 quand ces activit\u00e9s conviennent-elles&nbsp;?<\/h3>\n<pee>La plupart de ces activit\u00e9s s&#8217;adaptent de la pr\u00e9adolescence au jeune \u00e2ge adulte, en jouant sur les variantes plus faciles ou plus difficiles indiqu\u00e9es pour chacune. L&#8217;important est d&#8217;ajuster les supports au profil r\u00e9el, pas \u00e0 l&#8217;\u00e2ge affich\u00e9&nbsp;: on choisit des visuels et des th\u00e8mes qui respectent la maturit\u00e9 de l&#8217;adolescent, sans infantiliser. Quand les jeux enfantins ne conviennent plus, on passe par exemple de COCO \u00e0 des contenus plus matures. En cas de doute sur ce qui est adapt\u00e9, les professionnels qui suivent votre enfant sauront pr\u00e9ciser les priorit\u00e9s du moment.<\/pee>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information et non avis m\u00e9dical<\/strong>\n  <pee>Ces activit\u00e9s sont des propositions g\u00e9n\u00e9rales du quotidien. Elles ne remplacent ni l&#8217;accompagnement des professionnels, ni un avis m\u00e9dical. Chaque adolescent trisomique a son profil&nbsp;: faites valider ce qui lui convient par l&#8217;orthophoniste, l&#8217;ergoth\u00e9rapeute, le psychomotricien ou le m\u00e9decin qui le suivent. Pour tout signe de souffrance, de repli ou de r\u00e9gression, adressez-vous au m\u00e9decin ou au psychologue. En cas d&#8217;urgence, contactez les services d&#8217;urgence de votre pays.<\/pee>\n<\/div>\n<div class=\"dyn-cta\">\n<h3>Soutenir un adolescent trisomique avec les bonnes activit\u00e9s et outils, sans vous \u00e9puiser<\/h3>\n<pee>La formation DYNSEO \u00ab&nbsp;Soutenir un adolescent trisomique&nbsp;: vie sociale, \u00e9motions, autonomie&nbsp;\u00bb reprend cette m\u00e9thode en 17 le\u00e7ons vid\u00e9o&nbsp;: communication, \u00e9motions, autonomie et am\u00e9nagements concrets. 100&nbsp;% en ligne, \u00e0 votre rythme, acc\u00e8s illimit\u00e9. Organisme certifi\u00e9 Qualiopi (N\u00b0&nbsp;11757351875), attestation de fin de formation.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">D\u00e9couvrir la formation \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":415213,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" 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Une seule activit\u00e9 par cat\u00e9gorie et par jour suffit, \u00e0 condition qu'elle ait r\u00e9ellement lieu. C'est la r\u00e9gularit\u00e9, et non la dur\u00e9e, qui ancre les apprentissages. Mieux vaut quinze minutes chaque jour que deux heures le dimanche : la r\u00e9p\u00e9tition dans le temps consolide bien davantage. Les mauvais jours, on garde une version tr\u00e8s r\u00e9duite d'une seule activit\u00e9 facile, simplement pour prot\u00e9ger la routine. Adaptez toujours au rythme et \u00e0 la fatigue de votre adolescent, qui varient d'un jour \u00e0 l'autre.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Combien de temps doit durer une s\u00e9ance ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Des s\u00e9quences courtes, de 10 \u00e0 20 minutes maximum, sont id\u00e9ales. Au-del\u00e0, l'attention et la motivation retombent, et la s\u00e9ance peut devenir contre-productive. On arr\u00eate toujours avant la fatigue, et de pr\u00e9f\u00e9rence sur une r\u00e9ussite : c'est ce qui donne envie de recommencer le lendemain. Pour le num\u00e9rique, quinze minutes par jour \u00e0 heure fixe constituent un bon rep\u00e8re. R\u00e9partir plusieurs petits cr\u00e9neaux dans la journ\u00e9e fonctionne mieux qu'un seul long temps d'activit\u00e9, souvent trop exigeant et v\u00e9cu comme une contrainte.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Comment le motiver quand il refuse ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Trois leviers fonctionnent mieux que l'insistance. D'abord, baisser la difficult\u00e9 jusqu'\u00e0 obtenir des r\u00e9ussites faciles : l'\u00e9chec r\u00e9p\u00e9t\u00e9 est la premi\u00e8re cause de refus. Ensuite, remplacer l'exercice abstrait par une t\u00e2che r\u00e9elle qui a du sens : pr\u00e9parer un vrai go\u00fbter plut\u00f4t qu'un jeu artificiel. Enfin, lui laisser des choix avec la roue des choix, pour qu'il devienne acteur. N\u00e9gociez la dur\u00e9e, pas le principe : \u00ab on fait cinq minutes et on arr\u00eate \u00bb obtient presque toujours plus qu'un rappel des enjeux. Et l'on valorise chaque effort, pas seulement le r\u00e9sultat.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Quel mat\u00e9riel faut-il vraiment ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Presque rien de sp\u00e9cialis\u00e9. L'essentiel se trouve d\u00e9j\u00e0 chez vous : linge, vaisselle, ingr\u00e9dients, photos, jeu de paires. Le vrai mat\u00e9riel utile, ce sont les supports visuels : s\u00e9quences illustr\u00e9es, pictogrammes, plannings. Les outils gratuits de DYNSEO \u2014 guide d'adaptation p\u00e9dagogique, fiche de communication, tableau de routines illustr\u00e9es, thermom\u00e8tre des \u00e9motions, roue des choix \u2014 couvrent l'essentiel des besoins et s'impriment gratuitement. Ajoutez une tablette pour la partie num\u00e9rique avec COCO. Inutile d'investir dans du mat\u00e9riel co\u00fbteux : mieux vaut personnaliser des supports simples avec ses propres photos et centres d'int\u00e9r\u00eat.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"\u00c0 partir de quel \u00e2ge et jusqu'\u00e0 quand ces activit\u00e9s conviennent-elles ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"La plupart de ces activit\u00e9s s'adaptent de la pr\u00e9adolescence au jeune \u00e2ge adulte, en jouant sur les variantes plus faciles ou plus difficiles indiqu\u00e9es pour chacune. L'important est d'ajuster les supports au profil r\u00e9el, pas \u00e0 l'\u00e2ge affich\u00e9 : on choisit des visuels et des th\u00e8mes qui respectent la maturit\u00e9 de l'adolescent, sans infantiliser. Quand les jeux enfantins ne conviennent plus, on passe par exemple de COCO \u00e0 des contenus plus matures. En cas de doute sur ce qui est adapt\u00e9, les professionnels qui suivent votre enfant sauront pr\u00e9ciser les priorit\u00e9s du moment.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/script>\n<div class=\"dbi-art-ce7df2\">\n<!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 SEO\/GEO ARTICLE TEMPLATE  \u00b7  v1.0\nDo not modify class names: the script generer-articles.py\nand all previously published articles depend on it.\n\nThe script generer-articles.py injects, in order: the colored header,\nthe training or tool box, the written body, and then the structured data.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n-->\n\n<div class=\"dyn-article\">\n\n\n\n<header class=\"dyn-pagehead dyn-pagehead--jaune\">\n  <span class=\"dyn-pagehead__cat\">Families &amp; caregivers \u00b7 Down syndrome<\/span>\n  <h1>Supporting a teenager with Down syndrome: activities, resources, and concrete adjustments to implement<\/h1>\n  <p class=\"dyn-pagehead__lead\">A teenager with Down syndrome spends much more time at home, with family, than in sessions with a professional. It is precisely there, in the repeated daily life, that lasting learning takes root: the brain consolidates what it encounters often and in a context that makes sense, much better than a task worked on for an hour a week in an office. Knowing <strong>how to support a teenager with Down syndrome with activities and tools<\/strong> adapted at home means transforming ordinary gestures into opportunities for progress, without turning the home into a rehabilitation room.<\/p>\n  <ul class=\"dyn-pagehead__meta\">\n    <li>\u23f1\ufe0f 19 min read<\/li>\n    <li>\ud83d\udc65 For families and caregivers<\/li>\n    <li>\ud83d\udd04 Updated in August 2026<\/li>\n  <\/ul>\n<\/header>\n\n<aside class=\"dyn-hero\" aria-label=\"Training presented in this article\">\n  <div class=\"dyn-hero__grid\">\n    <div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/dynseo-images\/output\/course-441859-fr-1784736541.jpg\" alt=\"DYNSEO Training 'Supporting a teenager with Down syndrome: social life, emotions, autonomy'\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n    <div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">The training related to this article<\/span>\n      <p class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie\/\">Supporting a teenager with Down syndrome: social life, emotions, autonomy<\/a><\/p>\n      <p class=\"dyn-hero__pitch\">Everything this article explains, put into practice.<\/p>\n      <ul class=\"dyn-badges\">\n        <li>\ud83c\udfa5 6 modules \u00b7 17 lessons<\/li>\n        <li>\ud83d\udcbb 100 % online<\/li>\n        <li>\u23f1\ufe0f At your own pace<\/li>\n        <li>\ud83c\udfc5 Qualiopi organization<\/li>\n        <li>\ud83c\udf0d 9 languages<\/li>\n      <\/ul>\n<div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie\/\">See the training<\/a>\n        <span class=\"dyn-hero__price\">20.0 \u20ac<\/span>\n      <\/div>\n    <\/div>\n  <\/div>\n<\/aside>\n\n<p>This article is a concrete toolbox, not a theoretical course. You will find fifteen activities described in enough detail to be launched as soon as tonight, an organization of the day and week, adjustments to the environment room by room, free printable resources, and the place to give to digital tools. Nothing requires expensive materials or particular skills: only consistency, observation, and the right level of demand.<\/p>\n\n<section class=\"dyn-tldr\">\n  <h2>The essentials in 30 seconds<\/h2>\n  <p>Supporting a teenager with Down syndrome on a daily basis is based on three simple principles: <strong>repetition, visual cues, and activities that make sense to them<\/strong>. The goal is to promote autonomy, not performance.<\/p>\n  <ul>\n    <li><strong>The right level<\/strong> \u2014 propose a task that is successful about seven times out of ten: enough to succeed, enough to progress.<\/li>\n    <li><strong>Visual cues everywhere<\/strong> \u2014 pictograms, photos, illustrated sequences: the image supports understanding and anticipation.<\/li>\n    <li><strong>Stable routines<\/strong> \u2014 a predictable flow reassures and frees up energy for learning.<\/li>\n    <li><strong>Break down each task<\/strong> \u2014 a complex action becomes accessible when broken down into small visible steps.<\/li>\n    <li><strong>Value, track, communicate<\/strong> \u2014 noting progress makes it visible and facilitates the connection with professionals who follow the teenager.<\/li>\n  <\/ul>\n<\/section>\n\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <p>In the table of contents<\/p>\n  <ol>\n    <li><a href=\"#dyn-regles\">The 5 rules before starting<\/a><\/li>\n    <li><a href=\"#dyn-autonomie\">Autonomy and daily gestures (activities 1 to 4)<\/a><\/li>\n    <li><a href=\"#dyn-communication\">Communication and language (activities 5 to 8)<\/a><\/li>\n    <li><a href=\"#dyn-emotions\">Emotions and social life (activities 9 to 11)<\/a><\/li>\n    <li><a href=\"#dyn-cognition\">Attention, memory, and logic (activities 12 to 15)<\/a><\/li>\n    <li><a href=\"#dyn-semaine\">A typical day and a typical week<\/a><\/li>\n    <li><a href=\"#dyn-environnement\">Adjusting the environment, room by room<\/a><\/li>\n    <li><a href=\"#dyn-supports\">Free printable DYNSEO resources<\/a><\/li>\n    <li><a href=\"#dyn-numerique\">The place of digital tools<\/a><\/li>\n    <li><a href=\"#dyn-erreurs\">The 5 mistakes to avoid<\/a><\/li>\n    <li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n  <\/ol>\n<\/nav>\n\n<h2 id=\"dyn-regles\">The 5 rules before starting<\/h2>\n\n<p>Before diving into the activities, five principles determine their effectiveness. They apply to all the proposals that follow, regardless of your teenager's age or level. Take the time to integrate them: they will make the difference between a routine that lasts and a series of abandoned attempts.<\/p>\n\n<div class=\"dyn-cards\">\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfaf<\/span>\n    <h3>Aim for success, not performance<\/h3>\n    <p>We seek a task that is successful about seven times out of ten. If everything is too easy, we raise the bar; if failure recurs, we lower it without comment or reproach.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udde9<\/span>\n    <h3>Break down each task<\/h3>\n    <p>A complex action becomes accessible in small steps. \u201cSetting the table\u201d can be broken down: plates, then glasses, then cutlery, each step illustrated if necessary.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\uddbc\ufe0f<\/span>\n    <h3>Make it visible with images<\/h3>\n    <p>Pictograms, photos, illustrated sequences: the visual channel is often a solid support for the teenager with Down syndrome. We show as much as we explain.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd01<\/span>\n    <h3>Repeat and stabilize<\/h3>\n    <p>The same flow, at the same time, helps with memorization and anticipation. Routine does not bore: it secures and frees up energy to progress.<\/p>\n  <\/div>\n<\/div>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f First of all&nbsp;: adapt with the professionals who follow him<\/strong>\n  <p>The activities below are everyday proposals, not care protocols. Each adolescent with Down syndrome has their profile&nbsp;: some have motor, sensory, cardiac, or visual particularities that require certain activities to be adjusted. Talk to the speech therapist, occupational therapist, psychomotor therapist, or the doctor who follows your child. For any signs of distress, unusual withdrawal, or regression, consult the doctor or psychologist&nbsp;: these professionals are the only ones authorized to make a diagnosis and provide guidance.<\/p>\n<\/div>\n\n<h2 id=\"dyn-autonomie\">Independence and daily gestures<\/h2>\n\n<p>Independence is the common thread of adolescence, and it is built through real household tasks, not abstract exercises. Each mastered gesture is a concrete victory and a gain in self-esteem. The golden rule&nbsp;: do <em>with<\/em>, never <em>instead of<\/em>, even when it is faster to do it yourself.<\/p>\n\n<p>A method recurs in each of the following activities&nbsp;: gradual guidance. At first, we physically or verbally assist the gesture&nbsp;; then we gradually fade the help, down to a simple encouraging glance. We resist the urge to take over at the first hesitation&nbsp;: it is in this small moment of effort that learning takes place. And we celebrate each milestone reached, as pride nourishes motivation much more surely than correction.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">1<\/div>\n    <h3 class=\"dyn-module__title\">Prepare his daily bag<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 planning, memory of steps, sense of responsibility and independence.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 an illustrated list attached to the bag (photos of the items to take), 5 to 10 minutes in the evening.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 the adolescent looks at the list image by image and places each item in the bag. You stay nearby without intervening, only checking at the end, together.<\/li>\n    <li><strong>Easier<\/strong> \u2014 only three items, each photo placed next to the real item.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 prepare without the list, then anticipate an unforeseen event&nbsp;: \u201c&nbsp;it\u2019s going to rain tomorrow, what should we add&nbsp;?&nbsp;\u201d<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 he prepares his bag spontaneously, without being asked, and notices a forgotten item himself.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">2<\/div>\n    <h3 class=\"dyn-module__title\">Dress independently<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 fine motor skills, sequencing, independence in a major daily gesture.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 clothes laid out in the order of putting them on, an illustrated step-by-step guide displayed in the room, morning time without pressure.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 prepare the clothes in order (underwear, top, bottom, socks, shoes). The adolescent follows the illustrated guide. We allow time, we do not finish in his place.<\/li>\n    <li><strong>Easier<\/strong> \u2014 start with loose clothing, without buttons or fasteners&nbsp;; favor Velcro and elastic sizes.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 introduce buttons, zippers, shoelaces, then choose an outfit suitable for the weather by himself.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the gesture flows without consulting the illustrated guide, and the morning becomes smoother.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">3<\/div>\n    <h3 class=\"dyn-module__title\">Set and clear the table<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 spatial awareness, counting, participation in family life, coordination.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a placemat with the location of objects drawn (plate, glass, cutlery), 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 the teenager counts the guests, takes the corresponding number of plates and arranges them according to the drawing on the placemat. We proceed object by object: first all the plates, then all the glasses.<\/li>\n    <li><strong>Easier<\/strong> \u2014 only two cutlery, the model placemat clearly visible.<\/li>\n    <li><strong>Harder<\/strong> \u2014 complete table for the whole family, without a guide placemat, anticipating an additional guest.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 he counts correctly, places without hesitation, and offers to set the table by himself.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">4<\/div>\n    <h3 class=\"dyn-module__title\">Prepare a simple snack<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 sequencing a recipe, fine motor skills, food autonomy, pride in the result.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a recipe in pictures (toast, fruit salad, garnished yogurt), non-cutting utensils, 15 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 we display the steps in images. The teenager performs each step by checking off as they go. We accompany them with our gaze, name the actions, and let them do it.<\/li>\n    <li><strong>Easier<\/strong> \u2014 only two steps, ingredients already prepared and measured.<\/li>\n    <li><strong>Harder<\/strong> \u2014 a recipe of four to five steps, with a measuring tool to read, then put away and clean up afterwards.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 he goes through the steps without reminders and offers to prepare the snack for the family.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 The power of visual cues<\/strong>\n  <p>For all these activities, an illustrated sequence displayed in the right place is better than ten oral instructions. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">free illustrated routine chart<\/a> from DYNSEO allows you to create these procedures in images for dressing, meals, or preparing the bag. We display it at eye level, where the action takes place.<\/p>\n<\/div>\n\n<h2 id=\"dyn-communication\">Communication and language<\/h2>\n\n<p>For many teenagers with Down syndrome, comprehension exceeds expression: they often understand more than they can say. These activities aim to support expression and multiply communication channels. They complement the work of the speech therapist, they never replace it: ask them which ones best serve the current objectives.<\/p>\n\n<p>Three reflexes facilitate each exchange, regardless of the activity. We get down to their level and capture their gaze before speaking. We allow a real response time, often longer than we think, without finishing their sentences for them. And we always pair speech with a visual support \u2014 gesture, object, pictogram \u2014 to provide a second anchor for understanding. These reflexes also apply to siblings and close ones, to whom it is useful to explain them.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">5<\/div>\n    <h3 class=\"dyn-module__title\">The communication binder<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to have an immediate expression support, reduce frustration related to words that don't come.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a binder or cards, pictograms and photos, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-adaptee-trisomie\/\">adapted Down syndrome communication sheet<\/a> from DYNSEO, 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 one page per daily theme (wants, needs, emotions, people, places). We browse together every day, we point and name, and we use it in real exchanges.<\/li>\n    <li><strong>Easier<\/strong> \u2014 point to the image when you name the word.<\/li>\n    <li><strong>Harder<\/strong> \u2014 construct a short sentence by combining several pictograms.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the teenager takes the binder by themselves to make themselves understood.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">6<\/div>\n    <h3 class=\"dyn-module__title\">Naming while shopping<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 enrich vocabulary in context, which is much more effective than on an abstract list.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 an illustrated shopping list, 15 minutes in a quiet store.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 the teenager holds the list in images, looks for each product, names it, and places it in the cart. If the word gets stuck, give the first syllable instead of the whole word.<\/li>\n    <li><strong>Easier<\/strong> \u2014 three very familiar products, in an aisle identified in advance.<\/li>\n    <li><strong>Harder<\/strong> \u2014 say what each product is for, then pay and check the change.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 they name without the prompt and anticipate the aisle where to find the product.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">7<\/div>\n    <h3 class=\"dyn-module__title\">Reading aloud together<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 articulation, breath, understanding, and shared pleasure of the story.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a short text in large print, an illustrated story suitable for their age and interests, 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 you read one sentence, the teenager reads or repeats the next one. We stop at the end of a passage, never in the middle of an effort, and we comment on the image together.<\/li>\n    <li><strong>Easier<\/strong> \u2014 they only complete the last word of each sentence, which the image announces.<\/li>\n    <li><strong>Harder<\/strong> \u2014 summarize the passage in one sentence, then anticipate the next part of the story.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the sentences read get longer and they request the evening reading.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">8<\/div>\n    <h3 class=\"dyn-module__title\">Telling about their day with photos<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 work on storytelling, chronology, and memory of recent events.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a few photos taken during the day on a phone, 10 minutes in the evening.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 we look at the photos in order and the teenager tells what they did, using \u201cfirst\u201d, \u201cthen\u201d, \u201cafter\u201d. You prompt with open questions, without correcting every word.<\/li>\n    <li><strong>Easier<\/strong> \u2014 two photos, one simple question per photo: \u201cwho?\u201d, \u201cwhere?\u201d<\/li>\n    <li><strong>Harder<\/strong> \u2014 tell without the photos, then express what they felt at each moment.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 they link events in the correct order and add spontaneous details.<\/li>\n  <\/ul>\n<\/div>\n<div class=\"dyn-cta\">\n  <h3>Aller plus loin que les activit\u00e9s&nbsp;: la m\u00e9thode compl\u00e8te<\/h3>\n  <p>La formation DYNSEO \u00ab&nbsp;Soutenir un adolescent trisomique&nbsp;: vie sociale, \u00e9motions, autonomie&nbsp;\u00bb reprend ces principes en 17 le\u00e7ons vid\u00e9o&nbsp;: communication, gestion des \u00e9motions, autonomie et am\u00e9nagements, pas \u00e0 pas. 100&nbsp;% en ligne, \u00e0 votre rythme, acc\u00e8s illimit\u00e9.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie\/\">D\u00e9couvrir la formation \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n\n<h2 id=\"dyn-emotions\">\u00c9motions et vie sociale<\/h2>\n\n<p>L'adolescence amplifie les \u00e9motions et fait \u00e9merger de nouveaux besoins sociaux. Pour un adolescent trisomique, mettre des mots sur ce qu'il ressent est un apprentissage \u00e0 part enti\u00e8re, qui pr\u00e9vient bien des crises. Ces activit\u00e9s outillent l'expression \u00e9motionnelle et le lien aux autres. Pour tout signe de tristesse durable ou de repli, orientez vers le psychologue ou le m\u00e9decin.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">9<\/div>\n    <h3 class=\"dyn-module__title\">Le thermom\u00e8tre des \u00e9motions<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 identifier et nommer l'intensit\u00e9 d'une \u00e9motion, avant qu'elle ne d\u00e9borde.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 le <a href=\"https:\/\/www.dynseo.com\/nos-outils\/thermometre-des-emotions\/\">thermom\u00e8tre des \u00e9motions<\/a> gratuit de DYNSEO, affich\u00e9 dans un endroit calme, 5 minutes \u00e0 des moments cl\u00e9s.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 plusieurs fois par jour, on demande&nbsp;: \u00ab&nbsp;tu es o\u00f9 sur le thermom\u00e8tre&nbsp;?&nbsp;\u00bb L'adolescent pointe le niveau. On associe chaque niveau \u00e0 une action apaisante rep\u00e9r\u00e9e \u00e0 l'avance.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 trois niveaux seulement&nbsp;: calme, agit\u00e9, tr\u00e8s f\u00e2ch\u00e9, avec des visages dessin\u00e9s.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 nommer la cause de l'\u00e9motion et choisir soi-m\u00eame la strat\u00e9gie pour redescendre.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il vient signaler \u00ab&nbsp;je monte&nbsp;\u00bb avant la crise, au lieu de la subir.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">10<\/div>\n    <h3 class=\"dyn-module__title\">La roue des choix<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 apprendre \u00e0 faire des choix, d\u00e9velopper l'autod\u00e9termination et r\u00e9duire l'opposition.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 la <a href=\"https:\/\/www.dynseo.com\/nos-outils\/roue-des-choix\/\">roue des choix<\/a> illustr\u00e9e de DYNSEO, 5 minutes au moment d'une d\u00e9cision.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 face \u00e0 une situation, on pr\u00e9sente deux ou trois options illustr\u00e9es sur la roue&nbsp;: \u00ab&nbsp;tu pr\u00e9f\u00e8res t'habiller d'abord ou prendre le petit-d\u00e9jeuner d'abord&nbsp;?&nbsp;\u00bb L'adolescent choisit et l'on respecte son choix.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 deux options seulement, tr\u00e8s concr\u00e8tes et imm\u00e9diates.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 anticiper les cons\u00e9quences de chaque choix avant de d\u00e9cider.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il exprime des pr\u00e9f\u00e9rences spontan\u00e9ment et accepte mieux le cadre parce qu'il y participe.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    \n<div class=\"dyn-module__num\">11<\/div>\n    <h3 class=\"dyn-module__title\">Le jeu de r\u00f4le des situations sociales<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 r\u00e9p\u00e9ter \u00e0 l'avance les codes sociaux d'une situation r\u00e9elle, pour aborder l'impr\u00e9vu avec confiance.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 aucun mat\u00e9riel, ou des cartes-sc\u00e9narios illustr\u00e9es, 10 minutes.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on rejoue une sc\u00e8ne du quotidien (saluer, commander \u00e0 la boulangerie, demander de l'aide). Vous jouez d'abord le r\u00f4le, puis on inverse. On r\u00e9p\u00e8te jusqu'\u00e0 ce que la phrase soit fluide.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 une seule phrase \u00e0 dire, apprise et r\u00e9p\u00e9t\u00e9e&nbsp;: \u00ab&nbsp;bonjour, un pain s'il vous pla\u00eet&nbsp;\u00bb.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 improviser une r\u00e9ponse \u00e0 un impr\u00e9vu&nbsp;: \u00ab&nbsp;et s'il n'y a plus de pain&nbsp;?&nbsp;\u00bb<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il transpose la sc\u00e8ne apprise dans la vraie situation, sans blocage.<\/li>\n  <\/ul>\n<\/div>\n\n<h2 id=\"dyn-cognition\">Attention, m\u00e9moire et logique<\/h2>\n\n<p>Ces activit\u00e9s entra\u00eenent les fonctions cognitives dans un cadre ludique. L'objectif n'est jamais la note ou la vitesse, mais le plaisir de r\u00e9ussir et le transfert vers la vie r\u00e9elle. On garde des s\u00e9ances courtes et on arr\u00eate toujours sur une r\u00e9ussite.<\/p>\n\n<p>Un point m\u00e9rite attention&nbsp;: chez l'adolescent trisomique, ce qui est appris dans un contexte ne se transf\u00e8re pas toujours spontan\u00e9ment \u00e0 un autre. Trier des chaussettes ne garantit pas de savoir trier les couverts. On gagne donc \u00e0 r\u00e9p\u00e9ter la m\u00eame comp\u00e9tence dans plusieurs situations diff\u00e9rentes, avec le m\u00eame vocabulaire, pour que la logique se g\u00e9n\u00e9ralise. C'est aussi pourquoi les jeux cognitifs prennent tout leur sens quand ils d\u00e9bouchent sur une application r\u00e9elle&nbsp;: on trie pour ranger, on compte pour mettre la table, on m\u00e9morise pour pr\u00e9parer son sac.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">12<\/div>\n    <h3 class=\"dyn-module__title\">Le jeu de paires<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 attention visuelle, m\u00e9moire de travail, patience.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 un jeu de paires illustr\u00e9 (animaux, objets familiers), 10 minutes.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on \u00e9tale les cartes face cach\u00e9e et l'on retourne deux cartes \u00e0 la fois pour trouver les paires. On nomme chaque image \u00e0 voix haute, ce qui travaille aussi le langage.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 six cartes, images tr\u00e8s contrast\u00e9es et bien distinctes.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 vingt cartes, avec des images proches \u00e0 distinguer finement.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il retient l'emplacement des cartes d\u00e9j\u00e0 vues et gagne en concentration.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">13<\/div>\n    <h3 class=\"dyn-module__title\">Trier et classer<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 cat\u00e9gorisation, logique, notions de couleur, forme et taille, utiles pour l'autonomie domestique.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 des objets du quotidien \u00e0 trier (chaussettes par paires, couverts, jouets par couleur), 10 minutes.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on donne un crit\u00e8re de tri et l'adolescent range en cons\u00e9quence. On part d'un seul crit\u00e8re avant d'en combiner deux. Le tri du linge ou des courses en est une application directe.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 deux cat\u00e9gories bien distinctes, avec un mod\u00e8le sous les yeux.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 trier selon deux crit\u00e8res \u00e0 la fois (couleur puis taille), ou trouver l'intrus dans une s\u00e9rie.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il trie juste et applique la logique \u00e0 une vraie t\u00e2che de rangement.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    \n<div class=\"dyn-module__num\">14<\/div>\n    <h3 class=\"dyn-module__title\">La s\u00e9ance num\u00e9rique de 15 minutes<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 attention, m\u00e9moire, logique et langage, avec un niveau qui s'ajuste automatiquement.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 une tablette et l'application <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a>, 15 minutes, \u00e0 heure fixe.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 deux ou trois jeux courts, toujours dans le m\u00eame ordre pour cr\u00e9er un rituel. On arr\u00eate \u00e0 la fin du temps pr\u00e9vu, m\u00eame si tout se passe bien, pour pr\u00e9server le plaisir.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 un seul jeu, au niveau le plus bas, avec vous \u00e0 c\u00f4t\u00e9 pour encourager.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 augmenter progressivement le niveau, ou jouer seul puis vous montrer les r\u00e9sultats.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il prend la tablette pour l'exercice sans qu'on la propose, et suit ses propres progr\u00e8s.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">15<\/div>\n    <h3 class=\"dyn-module__title\">L'agenda de la semaine<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 rep\u00e8res temporels, anticipation, m\u00e9moire des \u00e9v\u00e9nements, sentiment de ma\u00eetrise du temps.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 un planning hebdomadaire illustr\u00e9, avec un pictogramme par activit\u00e9, 5 minutes chaque matin.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 chaque matin, on rep\u00e8re ensemble le jour et les activit\u00e9s pr\u00e9vues. On coche ce qui est fait. Le soir, on pr\u00e9pare le lendemain, ce qui rassure sur ce qui va arriver.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 un planning \u00e0 la journ\u00e9e, avec matin, midi et soir seulement.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 anticiper toute la semaine et rep\u00e9rer un changement dans l'emploi du temps habituel.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il consulte le planning de lui-m\u00eame et pose moins de questions anxieuses sur \u00ab&nbsp;ce qu'on fait apr\u00e8s&nbsp;\u00bb.<\/li>\n  <\/ul>\n<\/div>\n\n<h2 id=\"dyn-semaine\">Une journ\u00e9e type et une semaine type<\/h2>\n\n<p>Le pi\u00e8ge classique&nbsp;: vouloir tout faire tous les jours. Une seule activit\u00e9 par cat\u00e9gorie et par jour suffit largement, \u00e0 condition qu'elle ait vraiment lieu. La r\u00e9gularit\u00e9 l'emporte toujours sur l'intensit\u00e9. Voici une trame indicative, \u00e0 adapter au rythme de votre adolescent et \u00e0 ses temps de fatigue.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Moment<\/th><th>Ce qu'on y met<\/th><th>Dur\u00e9e<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Matin, au r\u00e9veil<\/td><td>Agenda de la journ\u00e9e, puis habillage en autonomie<\/td><td>15-20 min<\/td><\/tr>\n    <tr><td>Avant de partir<\/td><td>Pr\u00e9parer son sac avec la liste illustr\u00e9e<\/td><td>5-10 min<\/td><\/tr>\n    <tr><td>Fin d'apr\u00e8s-midi<\/td><td>Pr\u00e9parer un go\u00fbter, ou une t\u00e2che du quotidien r\u00e9elle<\/td><td>15 min<\/td><\/tr>\n    <tr><td>Apr\u00e8s le go\u00fbter<\/td><td>S\u00e9ance num\u00e9rique ou jeu cognitif (paires, tri)<\/td><td>15 min<\/td><\/tr>\n    <tr><td>Avant le d\u00eener<\/td><td>Mettre la table, thermom\u00e8tre des \u00e9motions si besoin<\/td><td>10 min<\/td><\/tr>\n    <tr><td>Soir<\/td><td>Raconter sa journ\u00e9e avec les photos, lecture \u00e0 deux voix<\/td><td>15 min<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Jour<\/th><th>Dominante de la journ\u00e9e<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Lundi<\/td><td>Autonomie \u2014 sac, habillage, table<\/td><\/tr>\n    <tr><td>Mardi<\/td><td>Communication \u2014 lecture \u00e0 deux voix, classeur<\/td><\/tr>\n    <tr><td>Mercredi<\/td><td>Cognition \u2014 paires, tri et classement<\/td><\/tr>\n    <tr><td>Jeudi<\/td><td>Vie pratique \u2014 pr\u00e9parer un go\u00fbter de bout en bout<\/td><\/tr>\n    <tr><td>Vendredi<\/td><td>\u00c9motions et social \u2014 roue des choix, jeu de r\u00f4le<\/td><\/tr>\n    <tr><td>Samedi<\/td><td>Sortie \u2014 courses, situation sociale r\u00e9elle<\/td><\/tr>\n    <tr><td>Dimanche<\/td><td>Rien d'impos\u00e9. Le repos et le jeu libre comptent aussi.<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Un dimanche sans programme n'est pas une journ\u00e9e perdue<\/strong>\n  <p>Le repos, le jeu libre et les moments simplement partag\u00e9s en famille consolident aussi les apprentissages et pr\u00e9servent la relation. Vous \u00eates d'abord parent, fr\u00e8re ou s\u0153ur&nbsp;: cette place-l\u00e0 compte plus que n'importe quelle activit\u00e9.<\/p>\n<\/div>\n\n<h2 id=\"dyn-environnement\">Am\u00e9nager l'environnement, pi\u00e8ce par pi\u00e8ce<\/h2>\n\n<p>Un environnement bien pens\u00e9 fait la moiti\u00e9 du travail&nbsp;: il rend l'adolescent plus autonome et r\u00e9duit les sources de stress et de conflit. La plupart des am\u00e9nagements utiles ne co\u00fbtent presque rien. L'id\u00e9e directrice&nbsp;: rendre chaque chose visible, pr\u00e9visible et accessible.<\/p>\n\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Pi\u00e8ce<\/th><th>Ce qui pose probl\u00e8me<\/th><th>Ce qu'on met en place<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Chambre<\/td><td>Rangement flou, matins compliqu\u00e9s, difficult\u00e9 \u00e0 trouver ses affaires<\/td><td>\u00c9tiquettes illustr\u00e9es sur les tiroirs, tenue pr\u00e9par\u00e9e la veille, bande illustr\u00e9e de l'habillage<\/td><\/tr>\n    <tr><td>Salle de bain<\/td><td>\u00c9tapes de l'hygi\u00e8ne oubli\u00e9es ou dans le d\u00e9sordre<\/td><td>S\u00e9quence illustr\u00e9e du brossage de dents et de la toilette affich\u00e9e au mur, produits toujours \u00e0 la m\u00eame place<\/td><\/tr>\n    <tr><td>Cuisine<\/td><td>Objets inaccessibles, dangers, difficult\u00e9 \u00e0 aider<\/td><td>Vaisselle courante et ustensiles non coupants \u00e0 hauteur de main, coin d\u00e9di\u00e9 \u00e0 ses pr\u00e9parations<\/td><\/tr>\n    <tr><td>S\u00e9jour<\/td><td>Trop de stimulations, \u00e9crans envahissants, difficult\u00e9 \u00e0 se concentrer<\/td><td>Un coin calme sans \u00e9cran pour les activit\u00e9s, t\u00e9l\u00e9vision et musique \u00e9teintes pendant les \u00e9changes<\/td><\/tr>\n    <tr><td>Entr\u00e9e<\/td><td>D\u00e9parts stressants, oublis r\u00e9p\u00e9t\u00e9s<\/td><td>Pat\u00e8re \u00e0 sa hauteur, liste illustr\u00e9e du sac pr\u00e8s de la porte, planning de la semaine affich\u00e9<\/td><\/tr>\n    <tr><td>Toutes pi\u00e8ces<\/td><td>Rep\u00e8res temporels flous, transitions difficiles<\/td><td>Horloge visuelle, minuteur pour annoncer les fins d'activit\u00e9, pictogrammes des r\u00e8gles cl\u00e9s<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>Deux principes traversent tout le logement. Premier principe&nbsp;: <strong>chaque chose \u00e0 sa place, toujours la m\u00eame<\/strong>, car la stabilit\u00e9 de l'environnement lib\u00e8re l'attention pour l'apprentissage. Second principe&nbsp;: <strong>r\u00e9duire le bruit et les stimulations parasites<\/strong> pendant les temps d'\u00e9change ou de concentration. Une pi\u00e8ce calme, un \u00e9clairage suffisant et r\u00e9gulier, et l'\u00e9cran \u00e9teint pendant qu'on se parle&nbsp;: ces trois r\u00e9glages simples am\u00e9liorent souvent la disponibilit\u00e9 de l'adolescent de fa\u00e7on spectaculaire.<\/p>\n\n<h2 id=\"dyn-supports\">Les supports gratuits DYNSEO \u00e0 imprimer<\/h2>\n\n<p>Plusieurs outils DYNSEO sont t\u00e9l\u00e9chargeables et imprimables gratuitement depuis le <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">catalogue des outils<\/a>. Ils structurent directement les activit\u00e9s d\u00e9crites plus haut. Voici lesquels utiliser, et exactement pour quoi.<\/p>\n\n<ul>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/guide-adaptation-pedagogique-trisomie\/\">Guide d'adaptation p\u00e9dagogique trisomie<\/a> \u2014 le socle de m\u00e9thode&nbsp;: comment d\u00e9composer une consigne, choisir le bon niveau et adapter chaque activit\u00e9 de cet article au profil de votre adolescent.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-adaptee-trisomie\/\">Fiche de communication adapt\u00e9e trisomie<\/a> \u2014 le support de l'activit\u00e9 5, \u00e0 personnaliser avec vos pictogrammes et photos pour le classeur de communication.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">Tableau de routines illustr\u00e9es<\/a> \u2014 pour composer les s\u00e9quences visuelles de l'habillage, du repas, de la pr\u00e9paration du sac&nbsp;; \u00e0 afficher l\u00e0 o\u00f9 l'action se d\u00e9roule.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/thermometre-des-emotions\/\">Thermom\u00e8tre des \u00e9motions<\/a> \u2014 le c\u0153ur de l'activit\u00e9 9, \u00e0 afficher dans un endroit calme pour rep\u00e9rer et nommer l'intensit\u00e9 \u00e9motionnelle avant le d\u00e9bordement.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/roue-des-choix\/\">Roue des choix<\/a> \u2014 le support de l'activit\u00e9 10, pour d\u00e9velopper l'autod\u00e9termination et proposer des choix cadr\u00e9s au quotidien.<\/li>\n<\/ul>\n\n<p>Le mode d'emploi est le m\u00eame pour tous&nbsp;: on imprime, on personnalise avec les photos et centres d'int\u00e9r\u00eat de l'adolescent, on affiche \u00e0 hauteur des yeux et on utilise le support dans les vraies situations, pas seulement en \u00ab&nbsp;exercice&nbsp;\u00bb. Vous trouverez aussi des <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">tests cognitifs<\/a> pour situer certaines comp\u00e9tences, \u00e0 interpr\u00e9ter avec l'aide des professionnels qui le suivent.<\/p>\n\n<h2 id=\"dyn-numerique\">La place du num\u00e9rique<\/h2>\n\n<p>Une tablette ne remplace ni l'accompagnement humain ni les activit\u00e9s r\u00e9elles. Elle apporte deux choses que le papier ne donne pas&nbsp;: un ajustement automatique de la difficult\u00e9, jeu apr\u00e8s jeu, et une trace des r\u00e9sultats qui rend le progr\u00e8s visible. Bien encadr\u00e9, l'\u00e9cran devient un alli\u00e9&nbsp;; mal dos\u00e9, il devient une source de conflit. Le rep\u00e8re&nbsp;: un temps court, \u00e0 heure fixe, jamais en fin de soir\u00e9e.<\/p>\n\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Application<\/th><th>Pour qui<\/th><th>Usage type<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a><\/td><td>Enfants et adolescents, apprentissages ludiques<\/td><td>15 minutes par jour, 2 \u00e0 3 jeux d'attention, m\u00e9moire, logique et langage<\/td><\/tr>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MON DICO<\/a><\/td><td>Communication non verbale, expression limit\u00e9e<\/td><td>Support visuel d'\u00e9change au quotidien, en compl\u00e9ment du classeur<\/td><\/tr>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/joe-jeux-memoire-adulte\/\">JOE<\/a><\/td><td>Jeune adulte, contenus plus matures<\/td><td>Alternative \u00e0 COCO quand les visuels enfantins ne conviennent plus<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>Pour cet \u00e2ge et ce profil, l'application <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a> est le meilleur point de d\u00e9part&nbsp;: des jeux courts, un niveau qui s'ajuste seul, et un suivi des r\u00e9sultats qui motive sans mettre en \u00e9chec. Le bon dosage&nbsp;: 15 minutes par jour, \u00e0 heure fixe, plut\u00f4t qu'une heure d'affil\u00e9e le week-end. On accompagne les premi\u00e8res s\u00e9ances, puis on laisse progressivement l'adolescent jouer seul et vous montrer ce qu'il a r\u00e9ussi. <strong>\u274c \u00c0 \u00e9viter&nbsp;:<\/strong> laisser la tablette en acc\u00e8s libre toute la journ\u00e9e, ou l'utiliser comme r\u00e9compense ou punition&nbsp;: cela brouille sa valeur d'outil d'apprentissage.<\/p>\n\n<h2 id=\"dyn-erreurs\">Les 5 erreurs \u00e0 \u00e9viter<\/h2>\n\n<p>Certaines maladresses, toujours pleines de bonnes intentions, freinent l'autonomie plus qu'elles ne l'aident. Les conna\u00eetre, c'est d\u00e9j\u00e0 les \u00e9viter.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Faire \u00e0 sa place.<\/strong> Par gentillesse ou par manque de temps&nbsp;: c'est la premi\u00e8re cause de perte d'autonomie \u00e9vitable. Laissez faire, m\u00eame imparfaitement, m\u00eame lentement. Le geste maladroit d'aujourd'hui est l'autonomie de demain.<\/li>\n  <li><strong>Viser trop haut, trop vite.<\/strong> Un programme ambitieux tenu une semaine puis abandonn\u00e9 produit moins qu'une routine modeste tenue plusieurs mois. On part d'un niveau o\u00f9 la r\u00e9ussite est facile, on monte ensuite par petits paliers.<\/li>\n  <li><strong>Tout expliquer par la parole.<\/strong> Les longues consignes orales se perdent. On montre, on illustre, on d\u00e9compose&nbsp;: le canal visuel est souvent bien plus efficace que l'explication verbale seule.<\/li>\n  <li><strong>Transformer la maison en salle de r\u00e9\u00e9ducation.<\/strong> Si chaque instant devient un exercice, la relation s'\u00e9puise et l'adh\u00e9sion aussi. Les moments gratuits, le jeu et le rire ont autant de valeur que les activit\u00e9s structur\u00e9es.<\/li>\n  <li><strong>Comparer et se d\u00e9courager.<\/strong> Chaque adolescent trisomique a son rythme. Comparer \u00e0 un autre enfant, ou \u00e0 un calendrier id\u00e9al, fait perdre de vue les vrais progr\u00e8s. Notez les petites victoires&nbsp;: ce sont elles qui relancent la motivation, la sienne et la v\u00f4tre.<\/li>\n<\/ol>\n\n<h2>Pour aller plus loin<\/h2>\n\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Guide de fond<\/span>Soutenir un adolescent trisomique&nbsp;: le guide complet pour comprendre ce qui se joue<\/a>\n  <a href=\"#\"><span>Situations du quotidien<\/span>10 situations difficiles au quotidien et comment y r\u00e9pondre, pas \u00e0 pas<\/a>\n  <a href=\"#\"><span>Aides &amp; interlocuteurs<\/span>\u00c0 qui s'adresser, quelles aides et comment tenir dans la dur\u00e9e<\/a>\n  <a href=\"#\"><span>La formation<\/span>Programme, contenu et \u00e0 qui s'adresse la formation DYNSEO<\/a>\n<\/div>\n\n<h2 id=\"dyn-faq\">Questions fr\u00e9quentes<\/h2>\n\n\n<div class=\"dyn-faq\">\n\n  <h3>\u00c0 quelle fr\u00e9quence proposer ces activit\u00e9s&nbsp;?<\/h3>\n  <p>Tous les jours, mais peu \u00e0 la fois. Une seule activit\u00e9 par cat\u00e9gorie et par jour suffit, \u00e0 condition qu'elle ait r\u00e9ellement lieu. C'est la r\u00e9gularit\u00e9, et non la dur\u00e9e, qui ancre les apprentissages. Mieux vaut quinze minutes chaque jour que deux heures le dimanche&nbsp;: la r\u00e9p\u00e9tition dans le temps consolide bien davantage. Les mauvais jours, on garde une version tr\u00e8s r\u00e9duite d'une seule activit\u00e9 facile, simplement pour prot\u00e9ger la routine. Adaptez toujours au rythme et \u00e0 la fatigue de votre adolescent, qui varient d'un jour \u00e0 l'autre.<\/p>\n\n  <h3>Combien de temps doit durer une s\u00e9ance&nbsp;?<\/h3>\n  <p>Des s\u00e9quences courtes, de 10 \u00e0 20 minutes maximum, sont id\u00e9ales. Au-del\u00e0, l'attention et la motivation retombent, et la s\u00e9ance peut devenir contre-productive. On arr\u00eate toujours avant la fatigue, et de pr\u00e9f\u00e9rence sur une r\u00e9ussite&nbsp;: c'est ce qui donne envie de recommencer le lendemain. Pour le num\u00e9rique, quinze minutes par jour \u00e0 heure fixe constituent un bon rep\u00e8re. R\u00e9partir plusieurs petits cr\u00e9neaux dans la journ\u00e9e fonctionne mieux qu'un seul long temps d'activit\u00e9, souvent trop exigeant et v\u00e9cu comme une contrainte.<\/p>\n\n  <h3>Comment le motiver quand il refuse&nbsp;?<\/h3>\n  <p>Trois leviers fonctionnent mieux que l'insistance. D'abord, baisser la difficult\u00e9 jusqu'\u00e0 obtenir des r\u00e9ussites faciles&nbsp;: l'\u00e9chec r\u00e9p\u00e9t\u00e9 est la premi\u00e8re cause de refus. Ensuite, remplacer l'exercice abstrait par une t\u00e2che r\u00e9elle qui a du sens&nbsp;: pr\u00e9parer un vrai go\u00fbter plut\u00f4t qu'un jeu artificiel. Enfin, lui laisser des choix avec la roue des choix, pour qu'il devienne acteur. N\u00e9gociez la dur\u00e9e, pas le principe&nbsp;: \u00ab&nbsp;on fait cinq minutes et on arr\u00eate&nbsp;\u00bb obtient presque toujours plus qu'un rappel des enjeux. Et l'on valorise chaque effort, pas seulement le r\u00e9sultat.<\/p>\n\n  <h3>Quel mat\u00e9riel faut-il vraiment&nbsp;?<\/h3>\n  <p>Presque rien de sp\u00e9cialis\u00e9. L'essentiel se trouve d\u00e9j\u00e0 chez vous&nbsp;: linge, vaisselle, ingr\u00e9dients, photos, jeu de paires. Le vrai mat\u00e9riel utile, ce sont les supports visuels&nbsp;: s\u00e9quences illustr\u00e9es, pictogrammes, plannings. Les outils gratuits de DYNSEO \u2014 guide d'adaptation p\u00e9dagogique, fiche de communication, tableau de routines illustr\u00e9es, thermom\u00e8tre des \u00e9motions, roue des choix \u2014 couvrent l'essentiel des besoins et s'impriment gratuitement. Ajoutez une tablette pour la partie num\u00e9rique avec COCO. Inutile d'investir dans du mat\u00e9riel co\u00fbteux&nbsp;: mieux vaut personnaliser des supports simples avec ses propres photos et centres d'int\u00e9r\u00eat.<\/p>\n\n  <h3>\u00c0 partir de quel \u00e2ge et jusqu'\u00e0 quand ces activit\u00e9s conviennent-elles&nbsp;?<\/h3>\n  <p>La plupart de ces activit\u00e9s s'adaptent de la pr\u00e9adolescence au jeune \u00e2ge adulte, en jouant sur les variantes plus faciles ou plus difficiles indiqu\u00e9es pour chacune. L'important est d'ajuster les supports au profil r\u00e9el, pas \u00e0 l'\u00e2ge affich\u00e9&nbsp;: on choisit des visuels et des th\u00e8mes qui respectent la maturit\u00e9 de l'adolescent, sans infantiliser. Quand les jeux enfantins ne conviennent plus, on passe par exemple de COCO \u00e0 des contenus plus matures. En cas de doute sur ce qui est adapt\u00e9, les professionnels qui suivent votre enfant sauront pr\u00e9ciser les priorit\u00e9s du moment.<\/p>\n\n<\/div>\n\n\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information et non avis m\u00e9dical<\/strong>\n  <p>Ces activit\u00e9s sont des propositions g\u00e9n\u00e9rales du quotidien. Elles ne remplacent ni l'accompagnement des professionnels, ni un avis m\u00e9dical. Chaque adolescent trisomique a son profil&nbsp;: faites valider ce qui lui convient par l'orthophoniste, l'ergoth\u00e9rapeute, le psychomotricien ou le m\u00e9decin qui le suivent. Pour tout signe de souffrance, de repli ou de r\u00e9gression, adressez-vous au m\u00e9decin ou au psychologue. En cas d'urgence, contactez les services d'urgence de votre pays.<\/p>\n<\/div>\n\n<div class=\"dyn-cta\">\n  <h3>Soutenir un adolescent trisomique avec les bonnes activit\u00e9s et outils, sans vous \u00e9puiser<\/h3>\n  <p>La formation DYNSEO \u00ab&nbsp;Soutenir un adolescent trisomique&nbsp;: vie sociale, \u00e9motions, autonomie&nbsp;\u00bb reprend cette m\u00e9thode en 17 le\u00e7ons vid\u00e9o&nbsp;: communication, \u00e9motions, autonomie et am\u00e9nagements concrets. 100&nbsp;% en ligne, \u00e0 votre rythme, acc\u00e8s illimit\u00e9. Organisme certifi\u00e9 Qualiopi (N\u00b0&nbsp;11757351875), attestation de fin de formation.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie\/\">D\u00e9couvrir la formation \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n\n\n\n<\/div>\n\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[3582],"tags":[],"class_list":["post-758869","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advice-from-our-coaches"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Soutenir un adolescent trisomique : activit\u00e9s, supports et am\u00e9nagements concrets \u00e0 mettre en place - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/soutenir-un-adolescent-trisomique-activites-supports-et-amenagements-concrets-a-mettre-en-place-2\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Soutenir un adolescent trisomique : activit\u00e9s, supports et am\u00e9nagements concrets \u00e0 mettre en place - DYNSEO - Educational apps &amp; 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