{"id":2082,"date":"2020-05-25T14:43:51","date_gmt":"2020-05-25T14:43:51","guid":{"rendered":"https:\/\/particip-action.com\/?p=2082"},"modified":"2025-05-25T14:53:14","modified_gmt":"2025-05-25T14:53:14","slug":"difficultes-des-non-voyants-a-luniversite-de-lome-au-togo","status":"publish","type":"post","link":"https:\/\/particip-action.com\/?p=2082","title":{"rendered":"DIFFICULT\u00c9S DES NON-VOYANTS \u00c0 L\u2019UNIVERSIT\u00c9 DE LOM\u00c9 AU TOGO"},"content":{"rendered":"<p style=\"text-align: justify;\"><span style=\"text-decoration: underline;\"><strong><span style=\"font-family: georgia, palatino, serif; font-size: 10pt;\">R\u00e9sum\u00e9<\/span><\/strong><\/span><br \/>\n<span style=\"font-family: georgia, palatino, serif; font-size: 10pt;\">Les \u00e9tudiants non-voyants paraissent int\u00e9gr\u00e9s dans le syst\u00e8me de <\/span><span style=\"font-family: georgia, palatino, serif; font-size: 10pt;\">formation de l\u2019Universit\u00e9 de Lom\u00e9. Mais en r\u00e9alit\u00e9, ils ne participent pas dans les conditions d\u2019\u00e9galit\u00e9 des chances \u00e0 tous les apprentissages qui les r\u00e9unissent avec les apprenants valides. Les faiblesses d\u2019une p\u00e9dagogie inclusive devant permettre de prendre en charge leurs besoins d\u00e9terminent un ensemble de difficult\u00e9s scolaires auxquelles ils font face. Cette recherche est r\u00e9alis\u00e9e en combinant les m\u00e9thodes qualitative et quantitative. Les outils qualitatifs utilis\u00e9s sont notamment l\u2019observation, l\u2019entretien approfondi et le groupe de discussion, tandis que la technique quantitative a consist\u00e9 en une enqu\u00eate par questionnaire. Les r\u00e9sultats d\u00e9montrent que les formalit\u00e9s d\u2019inscription, le suivi des enseignements, la documentation et les \u00e9valuations comportent des difficult\u00e9s qui soul\u00e8vent des adaptations p\u00e9dagogiques des acteurs pour tenir compte de la d\u00e9ficience visuelle de ces apprenants dans un syst\u00e8me d\u2019\u00e9ducation inclusive.<\/span><br \/>\n<span style=\"font-family: georgia, palatino, serif; font-size: 10pt;\">Mots-cl\u00e9s : \u00e9tudiants non-voyants, difficult\u00e9s scolaires, handicap, in\u00e9galit\u00e9s scolaires, universit\u00e9.<\/span><\/p>\n<p style=\"text-align: justify;\"><span style=\"text-decoration: underline;\"><strong><span style=\"font-family: georgia, palatino, serif; font-size: 10pt;\">Abstract<\/span><\/strong><\/span><br \/>\n<span style=\"font-family: georgia, palatino, serif; font-size: 10pt;\">Blind students seem integrated into the training system of the University of Lom\u00e9, but really they do not participate in the conditions of equal opportunities in all learning that brings them together with valid learners. The weaknesses of an inclusive pedagogy to take care of their needs determine a set of academic difficulties they face.This research is carried out by combining qualitative and quantitative methods. The qualitative tools used included observation, in-depth interview and focus group, while the quantitative technique consisted of a questionnaire survey. The results show that the registration formalities, the follow-up of the lessons, the documentation, the research and the evaluations involve difficulties which raise adaptations and pedagogical behaviors of the actors taking into account the visual deficiency of these learners in an inclusive education system.<\/span><br \/>\n<span style=\"font-family: georgia, palatino, serif; font-size: 10pt;\">Keywords: blind students, school difficulties, disability, school inequalities, university.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>R\u00e9sum\u00e9 Les \u00e9tudiants non-voyants paraissent int\u00e9gr\u00e9s dans le syst\u00e8me de formation de l\u2019Universit\u00e9 de Lom\u00e9. Mais en r\u00e9alit\u00e9, ils ne participent pas dans les conditions d\u2019\u00e9galit\u00e9 des chances \u00e0 tous les apprentissages qui les r\u00e9unissent avec les apprenants valides. Les faiblesses d\u2019une p\u00e9dagogie inclusive devant permettre de prendre en charge leurs besoins d\u00e9terminent un ensemble [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":502,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"saved_in_kubio":false,"footnotes":""},"categories":[28],"tags":[],"class_list":["post-2082","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-a-r"],"_links":{"self":[{"href":"https:\/\/particip-action.com\/index.php?rest_route=\/wp\/v2\/posts\/2082","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/particip-action.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/particip-action.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/particip-action.com\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/particip-action.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2082"}],"version-history":[{"count":1,"href":"https:\/\/particip-action.com\/index.php?rest_route=\/wp\/v2\/posts\/2082\/revisions"}],"predecessor-version":[{"id":2083,"href":"https:\/\/particip-action.com\/index.php?rest_route=\/wp\/v2\/posts\/2082\/revisions\/2083"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/particip-action.com\/index.php?rest_route=\/wp\/v2\/media\/502"}],"wp:attachment":[{"href":"https:\/\/particip-action.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2082"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/particip-action.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=2082"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/particip-action.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=2082"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}