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\n “text”: “Tous les jours, mais en petites doses int\u00e9gr\u00e9es aux gestes r\u00e9els du quotidien. La toilette, l’habillage, les repas et le rangement offrent d\u00e9j\u00e0 plusieurs occasions quotidiennes d’autonomie : il n’est pas n\u00e9cessaire d’ajouter des s\u00e9ances formelles en plus. Deux ou trois comp\u00e9tences travaill\u00e9es r\u00e9guli\u00e8rement suffisent : c’est la r\u00e9p\u00e9tition \u00e0 l’identique, jour apr\u00e8s jour, qui permet \u00e0 l’adolescent d’automatiser. Mieux vaut cinq minutes chaque jour qu’une longue s\u00e9ance une fois par semaine, car la r\u00e9gularit\u00e9 ancre l’apprentissage bien plus efficacement que l’intensit\u00e9 ponctuelle.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Combien de temps chaque activit\u00e9 doit-elle durer ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Cela d\u00e9pend de l’activit\u00e9 et de la fatigabilit\u00e9 de l’adolescent, mais on reste g\u00e9n\u00e9ralement sur des s\u00e9quences courtes, de quelques minutes \u00e0 un quart d’heure. On s’arr\u00eate avant la lassitude, pas quand elle est l\u00e0 : une activit\u00e9 qui finit sur une r\u00e9ussite donne envie de recommencer. Pour les t\u00e2ches plus longues comme cuisiner, on d\u00e9coupe en \u00e9tapes avec des pauses. Observez ses signes de fatigue ou d’agacement et ajustez : chaque jeune a son propre rythme, et forcer est contre-productif.”
\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, car l’\u00e9chec r\u00e9p\u00e9t\u00e9 d\u00e9courage. Ensuite, offrir un vrai choix avec la roue des choix : d\u00e9cider entre deux options redonne le sentiment d’\u00eatre acteur. Enfin, rendre le progr\u00e8s visible et valoriser chaque essai, pas seulement le r\u00e9sultat. N\u00e9gociez la dur\u00e9e plut\u00f4t que le principe : \u00ab on fait juste jusqu’ici, puis on arr\u00eate \u00bb obtient souvent plus qu’un rappel des enjeux. Et gardez toujours des moments gratuits, sans exigence, pour pr\u00e9server la relation.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Quel mat\u00e9riel faut-il vraiment acheter ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Tr\u00e8s peu. L’essentiel repose sur des supports que vous pouvez imprimer gratuitement : fiche de communication, tableau de routines illustr\u00e9es, thermom\u00e8tre des \u00e9motions, roue des choix, tous disponibles dans le catalogue d’outils DYNSEO. Le reste s’improvise avec ce que vous avez : gommettes de couleur, photos prises au t\u00e9l\u00e9phone, vraie monnaie, un minuteur visuel. Un set de table dessin\u00e9, des \u00e9tiquettes photo sur les tiroirs et une bande de pictogrammes plastifi\u00e9e co\u00fbtent quelques euros. L’autonomie se construit avec les objets du quotidien, pas avec du mat\u00e9riel sp\u00e9cialis\u00e9 on\u00e9reux.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Ces activit\u00e9s conviennent-elles \u00e0 tout \u00e2ge ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Le principe de d\u00e9composition, de rep\u00e8res visuels et de routine vaut \u00e0 tout \u00e2ge, mais le contenu doit rester adapt\u00e9 \u00e0 l’adolescence. On \u00e9vite les supports enfantins qui infantilisent : on choisit des images, des sujets et des responsabilit\u00e9s en accord avec son \u00e2ge r\u00e9el et ses centres d’int\u00e9r\u00eat. Un adolescent veut d\u00e9cider, participer \u00e0 la vie du foyer, avoir des activit\u00e9s entre pairs. Adaptez le niveau \u00e0 ses capacit\u00e9s sans jamais rabaisser son statut d’adolescent. En cas de doute sur ce qui convient, appuyez-vous sur l’\u00e9quipe qui le suit et sur ses envies exprim\u00e9es.”
\n }
\n }
\n ]
\n }
\n ]
\n}<\/p>\n

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

Faciliter l\u2019autonomie au quotidien d\u2019un adolescent trisomique : activit\u00e9s, supports et am\u00e9nagements concrets \u00e0 mettre en place<\/h1>\n\u00c0 l’adolescence, un jeune porteur de trisomie 21 change comme les autres : il veut d\u00e9cider, faire seul, ne plus qu’on choisisse ses v\u00eatements ou qu’on parle \u00e0 sa place. Cet article rassemble tout ce qui permet de faciliter l’autonomie au quotidien : activit\u00e9s, outils<\/strong> concrets et am\u00e9nagements que l’on peut mettre en place d\u00e8s demain, sans mat\u00e9riel sp\u00e9cialis\u00e9 et sans transformer la maison en salle de r\u00e9\u00e9ducation.<\/pee>\n