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\n “text”: “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 : 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}<\/p>\n

<\/p>\n
\n
\n Familles & aidants \u00b7 Trisomie 21<\/span><\/p>\n

Soutenir un adolescent trisomique : activit\u00e9s, supports et am\u00e9nagements concrets \u00e0 mettre en place<\/h1>\nUn adolescent porteur de trisomie 21 passe beaucoup plus de temps \u00e0 la maison, en famille, qu’en s\u00e9ance chez un professionnel. C’est pr\u00e9cis\u00e9ment l\u00e0, dans le quotidien r\u00e9p\u00e9t\u00e9, que s’ancrent les apprentissages durables : le cerveau consolide ce qu’il rencontre souvent et dans un contexte qui a du sens, bien mieux qu’une consigne travaill\u00e9e une heure par semaine dans un cabinet. Savoir soutenir un adolescent trisomique avec des activit\u00e9s et des outils<\/strong> adapt\u00e9s \u00e0 la maison, c’est donc transformer les gestes ordinaires en occasions de progresser, sans transformer le foyer en salle de r\u00e9\u00e9ducation.<\/pee>\n