{"id":14617,"date":"2023-02-27T15:37:26","date_gmt":"2023-02-27T14:37:26","guid":{"rendered":"https:\/\/www.apprendreaapprendre.com\/reussite_scolaire\/?p=14617"},"modified":"2023-02-27T16:07:30","modified_gmt":"2023-02-27T15:07:30","slug":"trouble-apprentissage-les-2-mecanismes","status":"publish","type":"post","link":"https:\/\/www.apprendreaapprendre.com\/reussite_scolaire\/trouble-apprentissage-les-2-mecanismes\/","title":{"rendered":"Trouble d&rsquo;apprentissage : les 2 m\u00e9canismes"},"content":{"rendered":"<p><a href=\"https:\/\/www.apprendreaapprendre.com\/reussite_scolaire\/wp-content\/uploads\/2023\/02\/img2.jpg\"><img fetchpriority=\"high\" decoding=\"async\" class=\"alignnone size-full wp-image-14620\" src=\"https:\/\/www.apprendreaapprendre.com\/reussite_scolaire\/wp-content\/uploads\/2023\/02\/img2.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https:\/\/www.apprendreaapprendre.com\/reussite_scolaire\/wp-content\/uploads\/2023\/02\/img2.jpg 1280w, https:\/\/www.apprendreaapprendre.com\/reussite_scolaire\/wp-content\/uploads\/2023\/02\/img2-300x170.jpg 300w, https:\/\/www.apprendreaapprendre.com\/reussite_scolaire\/wp-content\/uploads\/2023\/02\/img2-1024x576.jpg 1024w, https:\/\/www.apprendreaapprendre.com\/reussite_scolaire\/wp-content\/uploads\/2023\/02\/img2-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\" \/><\/a><\/p>\n<p><em><strong><span style=\"font-family: arial, helvetica, sans-serif; font-size: 20px;\">Quand un enfant, un \u00e9l\u00e8ve a des difficult\u00e9s r\u00e9currentes \u00e0 l&rsquo;\u00e9cole, un trouble de l&rsquo;apprentissage suspect\u00e9 : type dyslexie, TDAH &#8230;<\/span><\/strong><\/em><\/p>\n<p><em><strong><span style=\"font-family: arial, helvetica, sans-serif; font-size: 20px;\">Il est alors naturel de vouloir en savoir plus, de diagnostiquer, pour l&rsquo;aider.<\/span><\/strong><\/em><\/p>\n<p><em><strong><span style=\"font-family: arial, helvetica, sans-serif; font-size: 20px;\">Mais si on y prend pas garde, la recherche d&rsquo;un diagnostic et la verbalisation d&rsquo;un trouble d&rsquo;apprentissage, d&rsquo;une dyslexie, d&rsquo;un TDAH, d&rsquo;une dyscalculie am\u00e8nent \u00e0 des travers qui nuisent bien plus qu&rsquo;ils ne n&rsquo;aident. <\/span><\/strong><\/em><\/p>\n<p><em><strong><span style=\"font-family: arial, helvetica, sans-serif; font-size: 20px;\">Alors le bilan devient n\u00e9gatif. Pourquoi ?<\/span><\/strong><\/em><\/p>\n<p><strong><span style=\"font-family: arial, helvetica, sans-serif; font-size: 20px;\">\u00c0 <\/span><\/strong><em><strong><span style=\"font-family: arial, helvetica, sans-serif; font-size: 20px;\">cause de 2 m\u00e9canismes, aux effets pervers. Quels sont-ils ? Comment fonctionnent-ils ? Pourquoi produisent-ils des effets n\u00e9gatifs ?<br \/>\n<\/span><\/strong><\/em><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><iframe src=\"\/\/www.youtube.com\/embed\/vyJXexbchtM\" width=\"560\" height=\"314\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-family: arial, helvetica, sans-serif;\">Sources et r\u00e9f\u00e9rences<\/span><\/h2>\n<p>\n<span style=\"font-family: arial, helvetica, sans-serif;\">\u00ab\u00a0<em><strong>Investigating quality of life and self-stigma in Hong Kong children with specific learning disabilities<\/strong><\/em>\u00a0\u00bb 2017 <\/span><br \/>\n<span style=\"font-family: arial, helvetica, sans-serif;\">https:\/\/pubmed.ncbi.nlm.nih.gov\/28763755\/<\/span><\/p>\n<p>\n<span style=\"font-family: arial, helvetica, sans-serif;\">\u00ab\u00a0<em><strong>Stigma of a Label: Educational Expectations for High School Students Labeled with Learning Disabilities<\/strong><\/em>\u00a0\u00bb 2013 https:\/\/journals.sagepub.com\/doi\/full\/10.1177\/0022146513503346<\/span><\/p>\n<p>\n<span style=\"font-family: arial, helvetica, sans-serif;\">\u00ab\u00a0<em><strong>Specific Learning Disorder: The Case Against Labeling<\/strong><\/em><\/span><br \/>\n<span style=\"font-family: arial, helvetica, sans-serif;\"><em><strong>How a learning disorder diagnosis could become a self-fulfilling prophesy<\/strong><\/em>\u00ab\u00a0. Peter GRAY &#8211; 2021<\/span><br \/>\n<span style=\"font-family: arial, helvetica, sans-serif;\">https:\/\/www.psychologytoday.com\/gb\/blog\/freedom-learn\/202103\/specific-learning-disorder-the-case-against-labeling<\/span><\/p>\n<p>\n<span style=\"font-family: arial, helvetica, sans-serif;\">Cathryn Knight \u00ab\u00a0<em><strong>The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching<\/strong><\/em>\u00a0\u00bb &#8211; 2021 https:\/\/bpspsychub.onlinelibrary.wiley.com\/doi\/full\/10.1111\/bjep.12408<\/span><\/p>\n<p>\n<span style=\"font-family: arial, helvetica, sans-serif;\">Edwin Ellis \u00ab\u00a0<em><strong>Strategic Academic Interventions for Adolescents with Learning Disabilities<\/strong><\/em>\u00a0\u00bb 2004 https:\/\/www.researchgate.net\/publication\/287497495_Strategic_Academic_Interventions_for_Adolescents_with_Learning_Disabilities<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00ab\u00a0<em><strong>how our compulsion for diagnosis may be harming children\u00a0\u00bb<\/strong> <\/em>2014<\/span><br \/>\n<span style=\"font-family: arial, helvetica, sans-serif;\">https:\/\/pubmed.ncbi.nlm.nih.gov\/25287462\/Overdiagnosis:<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00ab\u00a0<em><strong>Overdiagnosis: How Our Compulsion for Diagnosis May Be Harming Children<\/strong><\/em>\u00a0\u00bb American Academy of Pediatrics 2014<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;\">https:\/\/publications.aap.org\/pediatrics\/article-abstract\/134\/5\/1013\/75907\/Overdiagnosis-How-Our-Compulsion-for-Diagnosis-May<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00ab\u00a0<em><strong>Diagnosis and Treatment of Developmental Dyslexia and Specific Learning Disabilities: Primum Non Nocere<\/strong><\/em>\u00a0\u00bb : https:\/\/pubmed.ncbi.nlm.nih.gov\/31259753\/ 2019<\/span><\/p>\n<p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00ab\u00a0<em><strong>Overdiagnosis: it\u2019s official<\/strong><\/em>\u00a0\u00bb British Medical Journal 2021<\/span><br \/>\n<span style=\"font-family: arial, helvetica, sans-serif;\">https:\/\/www.bmj.com\/content\/375\/bmj.n2854<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Quand un enfant, un \u00e9l\u00e8ve a des difficult\u00e9s r\u00e9currentes \u00e0 l&rsquo;\u00e9cole, un trouble de l&rsquo;apprentissage suspect\u00e9 : type dyslexie, TDAH &#8230; Il est alors naturel de vouloir en savoir plus, de diagnostiquer, pour l&rsquo;aider. Mais si on y prend pas garde, la recherche d&rsquo;un diagnostic et la verbalisation d&rsquo;un trouble d&rsquo;apprentissage, d&rsquo;une dyslexie, d&rsquo;un TDAH, d&rsquo;une dyscalculie am\u00e8nent \u00e0 des<a class=\"more-link\" href=\"https:\/\/www.apprendreaapprendre.com\/reussite_scolaire\/trouble-apprentissage-les-2-mecanismes\/\">[Lire la suite&#8230;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":14620,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_lmt_disableupdate":"no","_lmt_disable":"no","footnotes":""},"categories":[1],"tags":[],"class_list":["post-14617","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-classe"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 5.0.4 - aioseo.com -->\n\t<meta name=\"description\" content=\"Quand un enfant, un \u00e9l\u00e8ve a des difficult\u00e9s r\u00e9currentes \u00e0 l&#039;\u00e9cole, un trouble de l&#039;apprentissage suspect\u00e9 : type dyslexie, TDAH ... Il est alors naturel de vouloir en savoir plus, de diagnostiquer, pour l&#039;aider. Mais si on y prend pas garde, la recherche d&#039;un diagnostic et la verbalisation d&#039;un trouble d&#039;apprentissage, d&#039;une dyslexie, d&#039;un TDAH,\" \/>\n\t<meta name=\"robots\" content=\"max-image-preview:large\" \/>\n\t<meta name=\"author\" content=\"Admin\"\/>\n\t<link rel=\"canonical\" href=\"https:\/\/www.apprendreaapprendre.com\/reussite_scolaire\/trouble-apprentissage-les-2-mecanismes\/\" \/>\n\t\t<meta name=\"generator\" content=\"All in One SEO (AIOSEO) 5.0.4\" \/>\n\t\t<meta property=\"og:locale\" content=\"fr_FR\" \/>\n\t\t<meta property=\"og:site_name\" content=\"apprendreaapprendre.com | La r\u00e9ussite pour tous\" \/>\n\t\t<meta property=\"og:type\" content=\"article\" \/>\n\t\t<meta property=\"og:title\" content=\"Trouble d\u2019apprentissage : les 2 m\u00e9canismes | apprendreaapprendre.com\" \/>\n\t\t<meta property=\"og:description\" content=\"Quand un enfant, un \u00e9l\u00e8ve a des difficult\u00e9s r\u00e9currentes \u00e0 l&#039;\u00e9cole, un trouble de l&#039;apprentissage suspect\u00e9 : type dyslexie, TDAH ... Il est alors naturel de vouloir en savoir plus, de diagnostiquer, pour l&#039;aider. Mais si on y prend pas garde, la recherche d&#039;un diagnostic et la verbalisation d&#039;un trouble d&#039;apprentissage, d&#039;une dyslexie, d&#039;un TDAH,\" \/>\n\t\t<meta property=\"og:url\" content=\"https:\/\/www.apprendreaapprendre.com\/reussite_scolaire\/trouble-apprentissage-les-2-mecanismes\/\" \/>\n\t\t<meta property=\"article:published_time\" content=\"2023-02-27T14:37:26+00:00\" \/>\n\t\t<meta property=\"article:modified_time\" content=\"2023-02-27T15:07:30+00:00\" \/>\n\t\t<meta name=\"twitter:card\" content=\"summary\" \/>\n\t\t<meta name=\"twitter:title\" content=\"Trouble d\u2019apprentissage : les 2 m\u00e9canismes | apprendreaapprendre.com\" \/>\n\t\t<meta name=\"twitter:description\" content=\"Quand un enfant, un \u00e9l\u00e8ve a des difficult\u00e9s r\u00e9currentes \u00e0 l&#039;\u00e9cole, un trouble de l&#039;apprentissage suspect\u00e9 : type dyslexie, TDAH ... Il est alors naturel de vouloir en savoir plus, de diagnostiquer, pour l&#039;aider. 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