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Les dyspraxies : points de repères
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- Author(s): Mazeau, M.1
- Source:
Archives de Pédiatrie. Mar2010, Vol. 17 Issue 3, p314-318. 5p.- Subject Terms:
- Source:
- Additional Information
- Alternate Title: Dyspraxia: Landmarks
- Abstract: Abstract: Despite its frequency, little is known about dyspraxia. Dyspraxia, which represents disorders in development and learning movements, within the context of a deficiency in the management of spatial information (in children whose verbal intelligence is spared), is often a severe handicap at school and in social life. Dyspraxia must be distinguished from “common” difficulties of unmotivated children at school, with which it is often confused. Hence, the diagnosis must correspond to rigorous methodology. And one should avoid proposing endless training for the deficient action (writing, getting dressed…); indeed such strategies only lead to short-term ‘pseudo’ progress, without any long term efficacy on the educational success of these intelligent children. To the contrary, the child should be rapidly oriented in two therapeutic directions: (1) a battle between the “double-task” effect stemming from the graphical and spatial difficulties; (2) the use of palliatives (including computing). In conditions of early diagnosis (at 4–8/9 years of age) and well-coordinated management with the school, the prognosis would be excellent in terms of schooling, choice of a profession and social insertion. If not, or if (as is the case in almost a third of cases) dyspraxia is not isolated (associated with dyslexia, hyperactivity, attentional deficit and psychotic traits), the child should be oriented towards a specialised classroom and care. [Copyright &y& Elsevier]
- Abstract: Résumé: Malgré leur grande fréquence, les dyspraxies sont encore très méconnues. Troubles du développement et de l’apprentissage gestuel dans un contexte de déficit de traitements des informations spatiales (chez des jeunes dont l’intelligence verbale est respectée), les dyspraxies constituent un handicap scolaire et social souvent sévère. Elles doivent être distinguées des difficultés « banales » d’enfants peu motivés par la scolarité avec lesquelles elles sont encore souvent confondues. Pour cela, le diagnostic doit répondre à une méthodologie très rigoureuse. Ensuite, il faudra veiller à ne pas proposer sans fin des entraînements dans les gestes déficitaires (graphisme, habillement…) ; ces stratégies ne conduisent en effet qu’à de pseudo-progrès à court terme, sans aucune efficacité à long terme sur la réussite scolaire de ces enfants intelligents. Il faut, au contraire, s’orienter rapidement dans deux directions thérapeutiques : (1) la lutte contre l’effet « double tâche » généré par les difficultés graphiques et spatiales ; (2) l’utilisation de palliatifs (dont l’informatique). Dans des conditions de diagnostic précoce (quatre à huit ou neuf ans) et de prise en charge bien coordonnée avec l’école, le pronostic peut être excellent en termes de niveau d’études, de choix professionnel et d’insertion sociale. Sinon ou si (comme c’est le cas dans près d’un tiers des cas), la dyspraxie n’est pas isolée (associée à une dyslexie, une hyperactivité, un trouble attentionnel, des traits psychotiques), il faudra orienter l’enfant vers une classe et un service de soins spécialisés.
- Abstract:
Copyright of Archives de Pédiatrie is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) - Abstract:
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