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An approach that involves children in learning by stimulating their commitment and active participation in projects in which they are full players.
➡️ More information on active learning.
A childhood-onset neurodevelopmental disorder manifested by symptoms of inattention and/or hyperactivity/impulsivity. Attention Deficit Hyperactivity Disorder (ADHD) causes constant problems of attention, such as making mistakes through distraction, having difficulty concentrating for long periods, ignoring distractions, organizing and completing activities, and forgetting or losing belongings. These difficulties have a significant impact on schooling, daily life and social relationships. ADHD requires appropriate treatment (with or without medication) to help the child compensate for these difficulties.
➡️ More information on ADHD in children.
National Education professionals whose role is to assist students with disabilities in their school careers. Formerly known as Auxiliaires de Vie Scolaire (AVS), AESHs contribute to educational accessibility and inclusion by adapting the educational environment to the specific needs of these students. They provide individual or group support, facilitate student participation in classroom activities, and promote autonomy and social integration.
Accompagnant d’Élève en Situation de Handicap (AESH) who is assigned to provide individualized support for a single pupil. This form of assistance is personalized and tailored to the student’s unique needs, whether they relate to specific classroom activities, managing daily life at school, or special educational needs. The AESH-I works with the pupil to enable him or her to follow the school curriculum in the best possible conditions, taking care to encourage autonomy and adapting his or her intervention to the objectives defined in the pupil’s Personalized Schooling Project (PPS).
Accompanying a student with a disability (AESH) who works on a shared basis. In this case, the support worker works with several pupils in the same school or establishment. Pooling involves dividing the hours of support between different pupils, according to their Personalized Schooling Plan (PPS) and the decisions taken by the educational team. The school management, in consultation with the educational teams, determines the number of hours of support required, and allocates the presence of the AESH-M to the pupils concerned.
Alternative pedagogy groups together teaching approaches that differ from traditional methods by being more focused on the learner, his/her needs, aspirations and natural pace, and on learning methods based on project work, experimentation, creativity and direct interaction of the learner with the learning material. Alternative pedagogy includes approaches promoted by Freinet, Montessori and others.
➡️ Read the article: Alternative pedagogies, another way to learn.
Process by which a health or education professional gathers detailed information about a person’s medical, educational and psychological history. This helps to understand the contexts and events that influence the patient’s current condition.
Anxiety disorders encompass several types of disorder that result in worry and anxiety significantly hindering daily life: generalized anxiety, panic disorder, specific phobias, agoraphobia, social anxiety disorder and separation anxiety disorder. Anxiety disorders are not just temporary nervousness: they persist to the point of becoming, at times, disabling. With the right treatment (with or without medication), they can be managed and cured.
A neurodevelopmental disorder, present from birth, which mainly affects the communicative spheres: social interaction, emotional development, adaptive behavior, etc. Autism Spectrum Disorder (ASD) can present with or without intellectual disability.
A type of glial cell found in the brain, forming part of the support system for neurons. Their name comes from their star-like shape. Astrocytes contribute to the formation of the blood-brain barrier, which protects the brain from potentially harmful substances in the blood. They also regulate the chemical environment around neurons, removing excess neurotransmitters and maintaining ion balance and glucose metabolism. Astrocytes are involved in brain repair and healing after injury, and play a role in modulating synaptic transmission, affecting learning processes and memory.
An innovative educational program designed to teach and improve Attention in school children. Developed by Jean-Philippe Lachaux (INSERM) at the Centre de Recherche en Neurosciences de Lyon (CRNL), this program aims to help students better understand their brains and tame their Attention, both in and out of school. ATOLE draws on the latest discoveries in neuroscience to offer simple, fun activities that teachers need have no prior knowledge of neuroscience. The program is designed to be easily integrated into the school curriculum, and takes the form of 10 teaching sequences divided into 30-minute to 1-hour sessions. The aim is to develop an “attentional balance” in students, enabling them to maintain stable, autonomous Attention.
The process by which the brain selects and focuses on specific information. Attention is closely linked to Inhibition, which allows us to ignore stimuli that are irrelevant to the task in hand. In the field of education, Attention is fundamental to learning. Attention is considered an Executive Function in the sense that it can be seen as a transversal function, present in all the tasks of daily life. Whatever task we engage in, we call upon our attentional capacities.
➡️ More on Attention.
Central organ of the nervous system. It is responsible for coordinating most bodily functions, from basic physiological processes such as breathing to complex functions such as thinking, memory and emotions. The human brain is extremely complex, consisting of billions of neurons that communicate with each other via electrical and chemical signals. This neuronal communication is the basis of all cognitive functions, enabling individuals to learn, perceive, remember and interact with their environment. The brain is divided into several specialized regions that process different types of information, such as visual or auditory areas, or those involved in language or reasoning.
The brain‘s capacity to modify, restructure and adapt in response to new experiences, learning or injury. It involves changes in the organization of neuronal connections, enabling the brain to restructure itself throughout life. Neurons will, for example, form new connections or eliminate old ones in response to learning or experience. This plasticity shows that education and experience can have a direct impact on brain development, and that educational strategies can be designed to optimize this potential for change and growth.
➡️ More information on brain plasticity.
Annual international event dedicated to promoting neuroscience research. For one week, researchers, educators and health professionals share their knowledge of the brain with the general public through conferences, workshops, exhibitions and other educational activities. The aim is to raise awareness of the importance of brain research, and to explain how discoveries in neuroscience can have an impact on our daily lives.
➡️ More information on Brain Week.
Summative evaluation whose aim is to provide institutional recognition of learning acquired at the end of a training course. The brevet, for example, is the certificative evaluation at the end of cycle 4.
Systematic distortions in the way the brain interprets information, which can alter judgment and perception of reality. These biases, often unconscious, correspond to shortcuts taken by the Brain to process information more quickly, and are not pathological in nature.
➡️ Read our article: Cognitive biases in children.
A psychological concept that describes the state of internal tension or discomfort a person feels when they simultaneously hold two contradictory thoughts, beliefs, opinions or attitudes, or when they act in a way that is at odds with their beliefs or values. This concept was introduced by psychologist Leon Festinger in 1957. To reduce this dissonance, the individual can change his or her beliefs, modify his or her actions, or rationalize the conflict in such a way as to reduce psychological discomfort. Cognitive dissonance is a central concept in social psychology.
Cognitive remediation is a re-education therapy designed to improve a patient’s cognitive functions (attention, memory, executive functions, etc.) in order to enhance daily life and autonomy. Professionals involved in cognitive remediation include :
French interdisciplinary research institute dedicated to the study of the nervous system and its dysfunctions. The Centre de Recherches en Neurosciences de Lyon (CRNL) brings together over 450 researchers in biology, medicine, psychology and physics to study the brain at different levels, from the individual cell to complex behavior and cognitive functions. The CRNL combines basic and clinical research, and aims to promote understanding of the neural mechanisms underlying health and disease, and to develop new therapies for neurological disorders. The Babaoo team is very proud to count the CRNL among its partners.
➡️ Find out more about the Babaoo Scientific Committee.
A teaching method in which the teacher actively demonstrates how to carry out a task or solve a problem before the students commit to doing it themselves. Students learn by observing and imitating these demonstrations. This approach is based on the principle that students acquire skills more effectively by seeing concepts, processes and techniques put into practice, and by reformulating their understanding of them. It’s also known as modeling.
Also known as dysphasia, Neurodevelopmental Language Disorder (NLD) is a diagnosis that applies when significant and persistent difficulties in the development, acquisition and mastery of language skills are observed in a child, compared with what is expected for his or her age.
A pedagogical tool used by professionals to identify learners’ prior knowledge, skills and learning needs before starting a new teaching segment. This form of assessment enables teachers to detect learners’ initial strengths and achievements, as well as their areas for improvement, in order to adapt their teaching to the individual needs identified in the group. Diagnostic assessment is essential to personalize learning and to help each student progress from his or her initial level. It is not used to award a grade or a value judgment, but to provide a diagnosis to the education professional and help him or her adapt teaching.
A family of specific and persistent cognitive disorders that can affect various spheres of cognitive functioning. They include dyslexia (difficulty reading), dyspraxia (difficulty coordinating movements), dysphasia (difficulty using language) and dyscalculia (difficulty with mathematics). It is by no means an intellectual disability.
➡️ More information on Dys disorders.
Specific learning disorder characterized by significant difficulties in understanding numbers, learning mathematics or performing calculations. For example, people with dyscalculia may have difficulty understanding simple mathematical concepts, memorizing mathematical operations, recognizing numbers and symbols, estimating quantities or understanding spatial information. This is by no means an intellectual disability, but a disorder that specifically affects mathematical skills.
➡️ More information on Dyscalculia in children.
A specific learning disorder that affects handwriting and the ability to coordinate the hand movements needed to transcribe thoughts into writing. Dysgraphia manifests itself in labored handwriting, poorly formed letters or incorrectly spaced words. People with dysgraphia may have difficulty with spelling, layout and organizing ideas on paper. This is not an intellectual disability, but a disorder that specifically affects the motor ability to transcribe language fluently and legibly.
➡️ More information on Dysgraphia in children.
Specific learning disorder affecting the acquisition and processing of reading. Dyslexic individuals may have difficulty recognizing words, decoding them, understanding sentences or texts, and reading fluently. They may also struggle with spelling and phonetic acquisition. This is not an intellectual disability, but a disorder that specifically affects phonological processing, i.e. the recognition of individual sounds in spoken language, and/or visual-attentional processing, i.e. the ability to recognize letters and written words.
➡️ More information on Dyslexia in children.
Specific learning disorder affecting the correct acquisition and use of spelling. Dysorthographers have difficulty learning, assimilating and applying the spelling rules of the language. This disorder is often, but not always, linked to dyslexia. It is by no means an intellectual deficiency, but a disorder that specifically affects learning to spell.
➡️ More information on Dysorthographia in children.
Specific communication disorder that affects the comprehension and/or expression of a verbal message, regardless of the modality of presentation (oral or written). Also known as developmental language disorder (DLD), dysphasia is not linked to a hearing impairment or intellectual disability, but rather to a difficulty in the brain’s processing of language. Dysphasic children may have difficulty understanding what others are saying, finding the words they want to use, or constructing sentences correctly.
➡️ Read the article: Dysphasia (TDL) in children, what is it?
A neurodevelopmental disorder that affects the planning and coordination of movements. Dyspraxia can make everyday tasks and activities requiring fine motor skills more difficult and frustrating. People with dyspraxia may also have difficulties with gross motor skills. This is not an intellectual disability, but a disorder that specifically affects motor skills.
➡️ More information on Dyspraxia in children.
The ability to understand how others feel. Empathy is based on 3 types of skills – cognitive, social and emotional – which together form psychosocial skills.
➡️ Read the article: How to teach empathy at school?
A set of cognitive processes needed to regulate thoughts, emotions and actions. These cognitive functions enable individuals to adapt to new situations when routines no longer suffice, to solve problems, make decisions and achieve long-term goals. Executive Functions are developed in the frontal lobe of the brain. They are essential to the individual’s day-to-day functioning, as well as to his or her socio-emotional skills. The development of Executive Functions begins in childhood and continues into adulthood, with a significant developmental boost at pre-school age (3-6 years).
➡️ More information on Executive Functions.
An educational approach that involves clearly explaining the learning objective students need to achieve and how they can go about doing so, detailing the steps and methods to be followed.
➡️ Read the article: Focus on explicit teaching.
A learning device in which students study the content of a new course at home – for example, via videos or readings – and use class time for application and discussion activities. This model aims to optimize classroom interaction and personalize learning support.
➡️ Read our article: Flipped classroom, why and how does it work?
The ability to concentrate on a specific element of the perceptual field, ignoring other stimuli. It’s a form of Attention that’s needed when we have to perform tasks that require precision and concentration. Focused Attention is often contrasted with Global Attention, as it involves restricting the field of Attention to focus on fine details and perform tasks that require in-depth analysis or more complex processing.
A continuous process that takes place during the learning process. Its aim is to provide feedback to both teacher and student on progress made, with a view to improving ongoing teaching and learning. Formative evaluation is not intended to award a final grade, but rather to take stock of learning in progress, to identify what has been acquired and what is still in the process of being acquired. The aim is to enable students to become aware of their learning process, to measure what has been acquired and what is still being acquired, and to lead them towards greater autonomy in learning.
Term used as a synonym for High Intellectual Potential (HIP).
Aspect of our information-processing system that enables us to be aware of an entire scene or perceptual field. It is often associated with the ability to detect stimuli or changes in a broad context, without focusing on overly specific elements. This form of Attention is used for rapid navigation and understanding of our environment. It helps to detect potential dangers and opportunities in a complex environment.
Specialized assistance within the French education system, designed to support students with special educational needs. These students have difficulties that persist despite efforts to differentiate their learning and provide support in the regular classroom. The reGRoupement d’ADaptation (GRAD) intervenes in two main areas: remediation and prevention.
A term used to describe the functioning of individuals who demonstrate above-average cognitive abilities. HIP is generally associated with an Intelligence Quotient (IQ) above 130. People with HIP are often described as having a marked intellectual curiosity, an ability to learn and to process particularly complex information rapidly.
➡️ More information on HIP in children.
French structure for children and adolescents with intellectual disabilities, behavioral disorders or autism spectrum disorders (ASD). The aim of the Institut Médico-Éducatif (IME) is to provide educational and therapeutic support and training adapted to the specific needs of each young person. This multidisciplinary approach involves specialized educators, psychologists, doctors, therapists and teachers.
The executive function that controls impulsive responses and resists distractions. Controlling Inhibition enables us to behave in a socially appropriate manner and to concentrate on a task without being disturbed by external stimuli or irrelevant internal thoughts. Inhibition is also important for emotional regulation. It helps to manage automatic or emotional reactions to stressful or challenging situations. In the educational context, good Inhibition skills are associated with better academic performance.
➡️ More information on Inhibition.
The Intelligence Quotient (IQ) is the result of a test that evaluates various mental abilities such as logic, reasoning and verbal comprehension. It’s like an average that summarizes strengths and difficulties in these areas, allowing us to see how a person compares to the general population. IQ provides a numerical measure of a person’s intelligence, by comparing his or her results with those expected for his or her age. It does not, however, provide any information about an individual’s personality.
A set of cognitive exercises (including thinking and problem-solving exercises) designed to measure Intelligence Quotient. The best-known IQ tests are the Wechsler scales, available for pre-school toddlers, children aged 6 to 16, and adults.
Specialized establishments for children and adolescents with psychological difficulties manifested by behavioral disorders that disrupt their socialization and access to learning. Instituts Thérapeutiques, Éducatifs et Pédagogiques (ITEP) offer a combination of care, education and teaching, with the aim of enabling these young people to overcome their difficulties and integrate socially and professionally. The approach is personalized and may include therapeutic interventions, educational activities and adapted teaching, depending on individual needs.
Disabilities resulting from difficulty in learning, processing information and developing certain skills such as reading, writing or mathematics. This term is often used to group together Dys disorders, ADHD, etc. In contrast to “simple” learning difficulties (often transient and due to external factors), learning disabilities are persistent and demonstrate a disorder in cognitive functioning.
➡️ More information on Learning Disabilities.
A concept that refers to the different ways in which individuals prefer and tend to learn. These profiles can include preferences for certain sensory modalities (visual, auditory, kinesthetic), cognitive styles (analytical, global), or learning approaches (active, reflective, theoretical, pragmatic). Be careful, however, not to fall into the neuromyth that we all have a specific, fixed learning profile. Just because a student likes to study a subject in one modality doesn’t mean that this modality should be favored all the time, or for all subjects. The key to success? Vary learning styles to make our brains more flexible!
A learning specialist supports students with learning difficulties. He or she assesses the specific needs of each child and implements appropriate teaching strategies to facilitate the acquisition of knowledge. Their work is crucial in helping children overcome academic obstacles and develop their full educational potential.
Cognitive, social and emotional skills defined by the WHO in the 1990s as those that enable human beings to adapt to others and act in socially appropriate ways. They are sometimes referred to as “socio-emotional skills”.
➡️ Read our article: How can we develop children’s life skills?
Information, advice and assistance for disabled people and their families. It facilitates access to rights and benefits, such as referral to specialized establishments or the allocation of financial aid. Its aim is to promote the autonomy and integration of disabled people in society.
Refers to the ability to adapt quickly and effectively to changing situations or rules. This Executive Function enables an individual to switch from one thought to another, from one mental schema to another, and to consider several aspects of a situation. This ability is fundamental to learning, as it helps to overcome mistakes, adjust strategies in the face of new challenges and integrate new information. Mental Flexibility plays a role in problem-solving and creativity, as it enables us to see beyond the usual solutions and explore new avenues.
A research method that combines the results of several scientific studies on the same subject to draw overall conclusions. This statistical technique makes it possible to synthesize data from multiple research studies to improve the accuracy of the results obtained. By pooling data from several studies, researchers can determine whether a general trend is emerging, which can be particularly useful when individual study results are varied or contradictory. In neuroeducation, a meta-analysis can be used to evaluate the effectiveness of different pedagogical approaches or educational interventions.
The ability to reflect on how one thinks, learns, remembers and solves problems. Metacognition refers to the awareness and management of one’s own thought processes. It enables learners to understand their own functioning, and thus to plan, monitor and evaluate their own learning. A student who metacogitates can identify the strategies that work best for him or her, and understand when and why he or she makes mistakes. Becoming aware of one’s own functioning helps to develop resources for studying effectively. Metacogitation can be learned! By guiding students towards introspective questions, encouraging them to reflect on their mistakes and adjust their learning approaches to become autonomous, self-regulated learners.
➡️ More information on Metacognition.
Specific set of neurons that react both when we perform an action and when we observe someone else performing the same action. Discovered in the 1990s by Giacomo Rizzolatti’s team, these neurons play a role in learning by imitation, understanding the intentions of others, and empathy.
Term used to describe variations in an individual’s neurological functioning that deviate from what is considered typical or average in the general population. This can include a wide range of conditions such as Autism Spectrum Disorder (ASD), Attention Deficit Disorder with or without Hyperactivity (ADHD), Dys disorders, and other forms of neurodiversity. The concept of neuroatypism recognizes that differences in brain functioning can affect the way a person learns and interacts with their environment. Rather than seeing these differences as deficits, neuroeducation seeks to understand how educational systems and teaching methods can be adapted to meet the needs of neuroatypical learners.
➡️ More information on neuroatypical children.
Neurodevelopmental disorders (development of the brain’s cognitive skills), generally detected during childhood, characterized by a disturbance in cerebral functioning (cognitive and/or affective). Neurodevelopmental disorders have a significant impact on learning abilities and, in some cases, can also lead to difficulties with social skills.
Discipline at the crossroads of neuroscience, cognitive psychology and pedagogy. Its aim is to facilitate learning by proposing teaching methods based on scientific knowledge of the brain and its natural functioning.
➡️ More information on neuroeducation.
Physician specializing in the study and treatment of diseases of the nervous system (brain, spinal cord and nerves). He diagnoses, treats and monitors patients suffering from neurological diseases. His knowledge helps to understand the impact of these diseases on the ability to learn and develop.
Mistaken belief or incorrect interpretation of neuroscientific facts, often popularized and applied in the context of education. Neuromyths can lead to ineffective or scientifically unsound educational practices. Neuroeducation strives to debunk these misconceptions by providing accurate information about the brain and how it works, and by ensuring that teaching methods are supported by sound neuroscientific research.
Fundamental cell of the nervous system, whose main function is to receive, process and transmit information through electrical and chemical signals. Each neuron consists of a cell body containing the nucleus, dendrites that receive signals from other cells, and a long axon that transmits signals to other neurons or tissues. Neurons are connected by synapses, where signals are transmitted by chemicals called neurotransmitters. This complex architecture enables neural networks to form the biological basis of cognition, emotion and behavior.
Practical application of neuroscientific discoveries in the field of education. This collaborative approach aims to adapt and optimize teaching methods based on an in-depth understanding of the brain’s learning and memory processes. Taking into account the contributions of teachers, who are in daily contact with students, neuropedagogy seeks to create educational strategies that not only align with learners’ cognitive needs, but are also pragmatic and achievable in the real-life context of the classroom.
A psychologist specializing in neuropsychology, who analyzes the links between the brain and behavior. They carry out tests to assess cognitive functions such as memory, executive functions and language. The neuropsychologist’s role is to highlight the patient’s cognitive profile, to help understand the difficulties encountered, and to suggest ways of improving day-to-day life.
➡️ Find out more about working with children as a neuropsychologist.
Branch of science that studies the nervous system and its complexities. Neuroscience encompasses diverse fields such as biology, chemistry, medicine, psychology and physics to explore how the brain and the rest of the nervous system function at the molecular, cellular, behavioral and cognitive levels. Neuroscience seeks to understand the biological basis of consciousness, sensory perception, thought processes, learning, memory and emotion. In neuroeducation, neuroscience findings are particularly valuable as they provide essential information on how the brain learns, which can be used to improve teaching and learning methods.
➡️ More information on neuroscience.
A healthcare professional who helps individuals regain or improve their ability to carry out daily activities when faced with physical, mental or developmental difficulties. Occupational therapists provide support to children with special needs. They use therapeutic activities to develop, recover or maintain cognitive, sensory and motor skills, with the aim of fostering the child’s autonomy and participation in his or her school and social environment.
➡️ Find out more about the occupational therapist’s role with children.
In France, this is a document drawn up between the pupil’s doctor and the school, with the aim of guaranteeing the health of pupils suffering from chronic pathologies, allergies or intolerances, during school time. Drawn up by the doctor, this document specifies the roles of each party in the school environment, and describes the procedures to be followed in the event of an emergency. For example, administering medication or performing a procedure when certain symptoms appear.
In France, this is a program designed to help students with learning difficulties/disorders who require special teaching arrangements. A Programme Personnalisé de Réussite Éducative (PPRE), for example, can lead to a Plan d’Accompagnement Personnalisé (PAP) when learning difficulties or disorders are diagnosed. It can be drawn up at the request of the family or on the recommendation of the teachers’ council, and requires a doctor’s assessment of the difficulties.
Described by Jean-Philippe Lachaux, this acronym refers to the 3 phases of the attentional process:
Program for International Student Assessment. Initiated by the OECD, this survey is carried out every 3 years to evaluate the world’s education systems by testing the skills and knowledge of 15-year-old students. Considered a barometer of educational performance, PISA highlights the strengths and areas for improvement of school systems around the world.
➡️ Read the article: PISA 2024, we tell you everything!
Executive function that enables us to think about the future, set objectives and develop strategies to achieve them. Planning requires a certain ability to sequence actions, good time management and the ability to prioritize tasks.
The French education system’s system for supporting pupils who are experiencing learning difficulties at school, at risk of failing to reach the end-of-cycle expectations. The PPRE (Programme Personnalisé de Réussite Éducative) can be set up at the suggestion of the teacher, or at the request of the school principal, to provide specific, tailored support for each pupil to help them overcome their obstacles and achieve the objectives of the cycle in which they find themselves.
In France, a system set up for students with special educational needs, particularly in cases of disability. The aim of the Projet Personnalisé de Scolarisation (PPS) is to ensure that schooling is adapted to these specific needs, by proposing teaching adjustments, human or material assistance, and program adaptations if necessary. This project is drawn up in collaboration with parents, teachers, health professionals and representatives of the French Ministry of Education.
This program, created by Pierre-Paul Gagné (Quebec), aims to improve and strengthen cognitive skills such as memory, attention, reasoning and problem-solving. It is used in the educational context to help students develop these essential skills, which are crucial for learning and academic success. The central tool is metacognition: children learn how THEIR brains work! Mistakes are also at the heart of the program, enabling students to understand their mistakes, thus adjusting their future learning strategies.
A health specialist practicing cognitive remediation, he/she assesses and works to improve patients’ coordination, movement and body awareness.
➡️ Read the article: What is the role of the psychomotrician for children?
Their mission is to provide assistance (reeducational or pedagogical) to pupils experiencing difficulties in the ordinary school environment. The RASED is made up of a number of specialists.
| | Dominant | Problems addressed |
| Maîtres E | Pedagogical support | Learning disabilities |
| Maîtres G | Rehabilitation assistance | Difficulties adapting to school (behavior) |
| School psychologists | Psychological assessments and follow-up | Psychological difficulties at school |
Cognitive intervention model created by psychologist Pierre-Paul Gagné (Quebec) to help children allocate their personal cognitive resources more wisely and enrich their learning process. The model is based on the use of seven metacognitive characters, symbolizing cognitive and executive skills.
Services d’Éducation Spéciale et de Soins À Domicile (SESSAD) provide specialized support for disabled children and teenagers in France. These services aim to promote the social and educational integration of these young people by providing educational and therapeutic support tailored to their needs. SESSAD interventions can take place at home, at school, or in other areas of the child’s life.
An education professional with specific training and skills for working with students with special educational needs (physical, mental or learning disabilities, or behavioral difficulties). The specialist teacher assesses the individual needs of each pupil and adapts teaching methods and educational content to facilitate learning and inclusion in an educational environment. They often work in collaboration with other professionals, such as psychologists or therapists, to create an individualized education plan that guides the educational approach.
A health care professional who assesses, diagnoses and treats oral and written communication disorders, such as difficulty in pronouncing words, understanding language or voice problems. They work with children and adults to help them communicate better.
➡️ Find out more about the role of speech therapists with children.
Evaluation carried out at the end of a teaching sequence, designed to measure the level of competence attained by students. In contrast to formative evaluation, it aims to evaluate overall learning and is often used to award a grade. It can be standardized as part of a certification examination (brevet, baccalauréat, etc.). This is referred to as a certificative evaluation.
Facilities integrated into schools in France to facilitate the inclusion of pupils with disabilities. Unités Localisées pour l’Inclusion Scolaire (ULIS) enable these pupils to follow, in whole or in part, the teaching provided in ordinary classes, while benefiting from specialized support adapted to their needs. Each ULIS is supervised by a specialist teacher, who coordinates individualized teaching activities.
Ability to monitor and manipulate information in Working Memory. The mechanism involves actively reviewing and refreshing relevant information, while discarding obsolete or useless information. This Executive Function is essential for complex reasoning and comprehension, as it keeps the mind focused on the task in hand while integrating new data.
The WISC V is the fifth edition of the Wechsler Intelligence Scale for Children, a psychological test designed to measure intelligence in children aged 6 to 16. Administered by a psychologist, it assesses verbal comprehension, visual-spatial reasoning, fluid reasoning, working memory and processing speed. The results provide a cognitive profile of the child, helping to identify strengths and weaknesses.
Executive function referring to the system used to temporarily store and manipulate the information needed to perform complex cognitive tasks. Working memory is essential for following instructions, solving mathematical problems, reading and understanding language, and for all activities requiring the retention of several pieces of information at the same time.
Metaphor used in the context of giftedness to designate people with High Intellectual Potential (HIP). Popularized by French psychologist Jeanne Siaud-Facchin, the term is used to evoke the idea that each HPI individual is unique, with stripes that resemble no other. The term could therefore be used in other contexts than HPI.