Programme

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Programme

un programme individualisé et centré sur les points forts et les capacités de la personne.

Programme Process

Le programme scolaire destiné aux enfants présentant un trouble du spectre de l’autisme (TSA) se caractérise par une approche individualisée et inclusive. Il met l’accent sur l’adaptation des méthodes d’enseignement aux besoins spécifiques de chaque élève, en favorisant un environnement structuré, prévisible et sécurisant. Les activités sont souvent organisées selon des routines claires et soutenues par des supports visuels pour faciliter la compréhension et la communication. L’accompagnement est assuré par une équipe pluridisciplinaire — enseignants spécialisés, orthophonistes, psychologues, éducateurs — qui collabore étroitement avec les familles. L’objectif principal est de favoriser le développement des compétences sociales, cognitives et communicationnelles, tout en valorisant les forces et les intérêts propres à chaque enfant pour encourager son autonomie et son inclusion dans la vie scolaire et sociale.

Nos programmes sont donc individualisés, évolutifs en fonction du rythme et de de l'évolution de l'enfant avec des objectifs SMART ‘.

Les activités sont bien réparties dans la journée, variées et dosées. Ils respectent ce qui suit:

1. Évaluation et planification individuelle

  • À l’entrée de l’élève (ou dès le diagnostic), réaliser une évaluation complète : compétences de communication, autonomie, comportement, motricité, intérêt / motivation, cognition.
  • Formaliser un Plan d’Éducation Individualisé (PEI ) avec objectifs à court, moyen, long terme (p.ex. 6 mois, 1 an, jusqu’à 3 ans).
  • Définir les adaptations nécessaires : classe réduite, support spécialisé, matériel adapté, communication alternative si besoin.

2. Environnement scolaire et aménagements

  • Classe à effectif réduit ou accompagnement renforcé.
  • Utilisation de supports visuels (pictogrammes, emploi du temps visuel, consignes claires).
  • ménagements sensoriels : coin calme, matériel pour la régulation (sangles, balles, etc) selon les besoins.
  • Interactions sociales encadrées : travail en petit groupe, activités pair-à-pair, jeux socio-éducatifs.

3. Enseignement adapté

  • Prioriser les domaines : communication / langage, compétences sociales, autonomie (vie quotidienne), académique adapté à niveau.
  • Méthodes : apprentissage structuré, visuel, progressif, renforcements positifs
  • Intégrer transition vers la vie adulte / professionnelle pour les adolescents : compétences de vie, orientation, stage, participation à projets réels . Collaboration et formation
  • Former les enseignants et accompagnants aux particularités de l’autisme : communication, gestion des comportements, adaptation pédagogique.
  • Implication des familles : les informer, les former quand possible, établir une liaison régulière école-famille.

4. Suivi et ajustement

  • Suivi régulier (ex. toutes les 6 à 12 semaines) de l’évolution de l’élève : objectifs atteints, nouveaux besoins, ajustements du plan.
  • Utiliser des indicateurs : progrès en communication, autonomie, participation sociale, adaptation scolaire.
  • Transition progressive , prévoir le passage vers des structures de vie adulte ou professionnelle, avec un accompagnement spécifique.

Branche d’étude

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Un accompagnement rigoureux

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Médiateurs éducatifs et thérapeutiques variés

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Activités variées

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Un espace de communication

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Développement du personnel

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Parents sont nos partenaires

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