{"id":2555,"date":"2025-02-07T10:19:37","date_gmt":"2025-02-07T08:19:37","guid":{"rendered":"https:\/\/plural-words.eu\/blog\/cine-a-spus-ca-nu-putem-include-caa-in-ora-de-povesti\/"},"modified":"2025-02-11T18:40:53","modified_gmt":"2025-02-11T16:40:53","slug":"cine-a-spus-ca-nu-putem-include-caa-in-ora-de-povesti","status":"publish","type":"post","link":"https:\/\/plural-words.eu\/ro\/blog\/cine-a-spus-ca-nu-putem-include-caa-in-ora-de-povesti\/","title":{"rendered":"Cine a spus c\u0103 nu putem include CAA \u00een ora de pove\u0219ti?"},"content":{"rendered":"\n<p>Una dintre principalele resurse ale Plural Words este <a href=\"https:\/\/plural-words.eu\/ro\/pachete-aac\/\" target=\"_blank\" rel=\"noreferrer noopener\">colec\u021bia de c\u0103r\u021bi <\/a>care face parte din pachetele de CAA. Inevitabil, acest material ridic\u0103 \u00eentreb\u0103ri cu privire la modul de integrare a comunic\u0103rii alternative \u0219i augmentative (CAA) \u00een timpul orelor de pove\u0219ti.  <\/p>\n\n<p>CAA este adesea considerat\u0103 un instrument func\u021bional de comunicare, utilizat \u00een principal pentru exprimarea nevoilor de baz\u0103. Este adev\u0103rat c\u0103 aceasta este una dintre func\u021biile sale, \u00eens\u0103 CAA <strong>ofer\u0103 mult mai multe oportunit\u0103\u021bi<\/strong>, inclusiv cea de a spune pove\u0219ti. \u00cen consecin\u021b\u0103, CAA se potrive\u0219te pe deplin cu orele de pove\u0219ti, deoarece poate oferi modalit\u0103\u021bi alternative \u0219i mai atractive de a transmite \u0219i de a recepta o poveste.   <\/p>\n\n<p>Recurgerea la instrumentele \u0219i metodele de CAA pentru orele de pove\u0219ti \u00eencurajeaz\u0103<strong> trecerea de la integrare la incluziune<\/strong>. Atunci c\u00e2nd vorbim despre <strong>integrare<\/strong>, \u00eei cerem copilului s\u0103 se adapteze la mediu (de exemplu, un copil care poart\u0103 c\u0103\u0219ti de urechi cu anulare a zgomotului), \u00een timp ce atunci c\u00e2nd vorbim despre <strong>incluziune<\/strong>, ne a\u0219tept\u0103m ca \u0219coala, biblioteca sau clasa s\u0103 fie adaptate pentru copil (de exemplu, pictograme, un col\u021b specific, mai pu\u021bini copii pentru ora de pove\u0219ti&#8230;). Aceste adapt\u0103ri nu numai c\u0103 contribuie la o mai bun\u0103 incluziune a copilului \u00een mediul s\u0103u, dar \u00eei avantajeaz\u0103 \u0219i pe ceilal\u021bi elevi, care ar putea beneficia at\u00e2t de spa\u021biul accesibil, c\u00e2t \u0219i de tehnicile de povestire \u00eembog\u0103\u021bite.   <\/p>\n\n<p>Abord\u0103rile pe care le oferim sunt inspirate dintr-o selec\u021bie de bune practici ale bibliotecilor, dar sunt perfect potrivite pentru o sal\u0103 de clas\u0103 sau pentru alte medii de povestire. <\/p>\n\n<h2 class=\"wp-block-heading\"><strong>Concentra\u021bi-v\u0103 asupra mediului <\/strong><\/h2>\n\n<p>Reg\u00e2ndirea mediului pentru o mai mare accesibilitate face parte din proces \u0219i asigur\u0103 un nivel mai ridicat de aten\u021bie \u0219i implicare din partea elevilor dumneavoastr\u0103. Exist\u0103 mai multe modalit\u0103\u021bi de reproiectare a spa\u021biului, cum ar fi:  <\/p>\n\n<ul class=\"wp-block-list\">\n<li><strong>Pictograme:<\/strong> u\u0219or de implementat, ele pot fi utilizate \u00een \u00eentreaga bibliotec\u0103, precum \u0219i \u00een clas\u0103. Ele permit tuturor copiilor s\u0103 se familiarizeze cu mediul \u0219i regulile acestuia (de exemplu, pentru col\u021bul de lectur\u0103) \u0219i, \u00een consecin\u021b\u0103, s\u0103 dezvolte autonomia copiilor.  <\/li>\n\n\n\n<li><strong>Col\u021bul\/camera senzorial\u0103: <\/strong>existen\u021ba unui col\u021b special amenajat cu elemente senzoriale (de exemplu, mobilier adaptat, animale de plu\u0219 grele pentru a calma copiii mai mici, c\u0103\u0219ti de urechi care atenueaz\u0103 zgomotul&#8230;) permite copiilor s\u0103 se calmeze \u0219i reduce suprastimularea. Crearea acestor medii incluzive contribuie la cre\u0219terea aten\u021biei copiilor, oferindu-le un cadru care r\u0103spunde nevoilor lor.  <\/li>\n<\/ul>\n\n<p><\/p>\n\n<h2 class=\"wp-block-heading\">Cum includem CAA \u00een timpul orelor de pove\u0219ti? <\/h2>\n\n<p>Exist\u0103 diverse modalit\u0103\u021bi de a introduce metodele de CAA \u00een timpul povestirii, indiferent dac\u0103 alege\u021bi dispozitive low-tech sau high-tech. Depinde de resursele pe care le de\u021bine\u021bi, dar pute\u021bi s\u0103 introduce\u021bi instrumente u\u0219or de utilizat care nu necesit\u0103 achizi\u021bionarea multor materiale.  <\/p>\n\n<ul class=\"wp-block-list\">\n<li><strong>Pictogramele:<\/strong> citirea pove\u0219tii \u00een timp ce ar\u0103ta\u021bi spre pictograme poate fi o activitate interesant\u0103 \u0219i u\u0219or de implementat. Aceasta \u00eel oblig\u0103 pe povestitor s\u0103 \u00eencetineasc\u0103 lectura, asigur\u00e2ndu-se c\u0103 to\u021bi copiii fac fa\u021b\u0103 ritmului \u0219i sporindu-le aten\u021bia. Povestitorul poate, de asemenea, s\u0103 invite elevii s\u0103 ia parte la povestire indic\u00e2nd pictogramele, ceea ce creeaz\u0103 un sentiment de apartenen\u021b\u0103 \u0219i valorizeaz\u0103 copiii cu dificult\u0103\u021bi de vorbire. \u00cen plus, utilizarea pictogramelor eviden\u021biaz\u0103 cuvintele-cheie din pove\u0219ti, ceea ce avantajeaz\u0103 dezvoltarea vocabularului.    <\/li>\n\n\n\n<li><strong>Limbajul semnelor:<\/strong> fie c\u0103 lucra\u021bi cu un interpret sau c\u0103 \u00eenv\u0103\u021ba\u021bi vocabularul limbajului semnelor, aceast\u0103 metod\u0103 este o modalitate excelent\u0103 de a promova accesibilitatea. Chiar dac\u0103 elevii dvs. nu sunt familiariza\u021bi cu limbajul semnelor, aspectul s\u0103u vizual spore\u0219te aten\u021bia \u0219i implicarea. Pute\u021bi invita copiii s\u0103 fac\u0103 semne cu dumneavoastr\u0103, ceea ce nu numai c\u0103 le dezvolt\u0103 vocabularul, dar contribuie \u0219i la o mai bun\u0103 \u00eensu\u0219ire a pove\u0219tii.   <\/li>\n\n\n\n<li><strong>Povestirea vizual\u0103:<\/strong> aceast\u0103 metod\u0103 invit\u0103 publicul s\u0103 se bazeze pe suportul vizual \u0219i nu doar pe text. Exist\u0103 mai multe tehnici de povestire, cum ar fi kamishibai, teatrul de umbre sau leporello, care se concentreaz\u0103 toate pe aspectul vizual. De asemenea, pute\u021bi combina aceste tehnici cu pictograme sau limbajul semnelor, de exemplu, pentru a oferi o abordare multimodal\u0103.   <\/li>\n<\/ul>\n\n<figure class=\"wp-block-image aligncenter size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"768\" src=\"https:\/\/plural-words.eu\/wp-content\/uploads\/2025\/02\/Kamishibai-1024x768.jpg\" alt=\"\" class=\"wp-image-2534\" style=\"width:507px;height:auto\" srcset=\"https:\/\/plural-words.eu\/wp-content\/uploads\/2025\/02\/Kamishibai-980x735.jpg 980w, https:\/\/plural-words.eu\/wp-content\/uploads\/2025\/02\/Kamishibai-480x360.jpg 480w\" sizes=\"(min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) and (max-width: 980px) 980px, (min-width: 981px) 1024px, 100vw\" \/><figcaption class=\"wp-element-caption\">O poveste kamishibai la M\u00e9diath\u00e8que Haut-du-Li\u00e8vre, Nancy (Fran\u021ba) <\/figcaption><\/figure>\n\n<h2 class=\"wp-block-heading\">C\u00e2teva bune practici <\/h2>\n\n<p>Utilizarea instrumentelor CAA pentru povestiri nu garanteaz\u0103 doar accesibilitatea, ci este \u0219i un factor de socializare. Aceasta arat\u0103 copiilor care se confrunt\u0103 cu bariere de comunicare c\u0103 apar\u021bin de acel mediu \u0219i c\u0103 participarea lor este apreciat\u0103 \u0219i \u00eencurajat\u0103. \u00cen \u00eencheierea acestui articol, iat\u0103 o mic\u0103 selec\u021bie a trei biblioteci care ofer\u0103 o or\u0103 de pove\u0219ti cu CAA:   <\/p>\n\n<p><strong>Biblioth\u00e8que du secteur Saint-Janvier, Mirabel (Qu\u00e9bec, Canada)<\/strong> <\/p>\n\n<p>Aceast\u0103 bibliotec\u0103 situat\u0103 \u00een Qu\u00e9bec (Canada) este una dintre primele din regiune care a oferit o or\u0103 de pove\u0219ti accesibil\u0103: programul de activit\u0103\u021bi este disponibil \u00een pictograme, este amenajat\u0103 o camer\u0103 senzorial\u0103 care este conceput\u0103 pentru a primi copii mici. <\/p>\n\n<p><strong>M\u00e9diath\u00e8que Haut-du-Li\u00e8vre, Nancy (France)<\/strong> <\/p>\n\n<p>Aceast\u0103 bibliotec\u0103 multimedia situat\u0103 \u00een Nancy (Fran\u021ba) ofer\u0103 ore de pove\u0219ti incluzive \u00een timpul c\u0103rora pove\u0219tile sunt citite \u00een colaborare cu un interpret \u00een limbajul semnelor francez. Formaturile pove\u0219tilor sunt multiple: c\u0103r\u021bi ilustrate, c\u0103r\u021bi documentare, c\u0103r\u021bi pop-up, c\u00e2ntece \u0219i chiar kamishibai.  <\/p>\n\n<p><strong>Biblioth\u00e8que Louise Michel, Paris (France)<\/strong> <\/p>\n\n<p>Biblioteca din Paris (Fran\u021ba) g\u0103zduie\u0219te de c\u00e2\u021biva ani ore de pove\u0219ti \u00een CAA. Bibliotecarii folosesc pictograme \u0219i lucreaz\u0103 cu tineri adul\u021bi cu dizabilit\u0103\u021bi intelectuale pentru a-i ajuta s\u0103 indice pictogramele. Aceast\u0103 colaborare valorizeaz\u0103 to\u021bi cititorii \u0219i demonstreaz\u0103 c\u0103 ace\u0219tia sunt parteneri activi \u00een ceea ce prive\u0219te activit\u0103\u021bile de lectur\u0103.   <\/p>\n\n<p><\/p>\n\n<h2 class=\"wp-block-heading\"><strong><strong>Referin\u021be <\/strong><\/strong><\/h2>\n\n<p>Avalos, A. (2023, July 21). <em>Retour d\u2019exp\u00e9rience : Une heure du conte inclusive en communication alternative et am\u00e9lior\u00e9e<\/em>. Biblioth\u00e8que Louise Michel. <a href=\"https:\/\/biblouisemichel.wordpress.com\/2023\/07\/21\/retour-dexperience-une-heure-du-conte-inclusive-en-communication-alternative-et-amelioree\/\" target=\"_blank\" rel=\"noreferrer noopener\"> <\/a><a href=\"https:\/\/biblouisemichel.wordpress.com\/2023\/07\/21\/retour-dexperience-une-heure-du-conte-inclusive-en-communication-alternative-et-amelioree\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/biblouisemichel.wordpress.com\/2023\/07\/21\/retour-dexperience-une-heure-du-conte-inclusive-en-communication-alternative-et-amelioree\/<\/a> <\/p>\n\n<p>DSouza, S., Rubanova, P., Dukhovny, E., &amp; Roth, C. (n.d.). <em>Storytime with AAC: Establishing a library-based storybook reading program for AAC users and families: A tutorial<\/em>. California State University, East Bay. <a href=\"https:\/\/www.sohaveyouheard.org\/siteassets\/files\/cal-state-presentation-slides-storytime-with-aac.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"> <\/a><a href=\"https:\/\/www.sohaveyouheard.org\/siteassets\/files\/cal-state-presentation-slides-storytime-with-aac.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.sohaveyouheard.org\/siteassets\/files\/cal-state-presentation-slides-storytime-with-aac.pdf<\/a> <\/p>\n\n<p>Pomier-L., C. (2023, October 16). <em>Biblioth\u00e8ques publiques inclusives : Accueillir les tout-petits ayant besoin de soutien particulier<\/em>. Tout-petits.org. <a href=\"https:\/\/tout-petits.org\/publications\/dossiers-web\/bibliotheques-publiques\/bibliotheques-publiques-inclusives-accueillir-les-tout-petits-ayant-besoin-de-soutien-particulier\/\" target=\"_blank\" rel=\"noreferrer noopener\"> <\/a><a href=\"https:\/\/tout-petits.org\/publications\/dossiers-web\/bibliotheques-publiques\/bibliotheques-publiques-inclusives-accueillir-les-tout-petits-ayant-besoin-de-soutien-particulier\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/tout-petits.org\/publications\/dossiers-web\/bibliotheques-publiques\/bibliotheques-publiques-inclusives-accueillir-les-tout-petits-ayant-besoin-de-soutien-particulier\/<\/a> <\/p>\n\n<p>Site-ul <a href=\"https:\/\/bibliotheques-inclusives.fr\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/bibliotheques-inclusives.fr\/ <\/a>ofer\u0103 c\u00e2teva sugestii \u0219i orient\u0103ri pentru a crea biblioteci mai accesibile. <\/p>\n","protected":false},"excerpt":{"rendered":"<p>Una dintre principalele resurse ale Plural Words este colec\u021bia de c\u0103r\u021bi care face parte din pachetele de CAA. Inevitabil, acest material ridic\u0103 \u00eentreb\u0103ri cu privire la modul de integrare a comunic\u0103rii alternative \u0219i augmentative (CAA) \u00een timpul orelor de pove\u0219ti. CAA este adesea considerat\u0103 un instrument func\u021bional de comunicare, utilizat \u00een principal pentru exprimarea nevoilor [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":2518,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[5],"tags":[],"class_list":["post-2555","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-ro"],"acf":[],"_links":{"self":[{"href":"https:\/\/plural-words.eu\/ro\/wp-json\/wp\/v2\/posts\/2555","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/plural-words.eu\/ro\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/plural-words.eu\/ro\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/plural-words.eu\/ro\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/plural-words.eu\/ro\/wp-json\/wp\/v2\/comments?post=2555"}],"version-history":[{"count":1,"href":"https:\/\/plural-words.eu\/ro\/wp-json\/wp\/v2\/posts\/2555\/revisions"}],"predecessor-version":[{"id":2556,"href":"https:\/\/plural-words.eu\/ro\/wp-json\/wp\/v2\/posts\/2555\/revisions\/2556"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/plural-words.eu\/ro\/wp-json\/wp\/v2\/media\/2518"}],"wp:attachment":[{"href":"https:\/\/plural-words.eu\/ro\/wp-json\/wp\/v2\/media?parent=2555"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/plural-words.eu\/ro\/wp-json\/wp\/v2\/categories?post=2555"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/plural-words.eu\/ro\/wp-json\/wp\/v2\/tags?post=2555"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}