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         <title>1.3 La leçon en 3 temps </title>
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         <title>1.2 Le chainage avant / arrière </title>
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         <title>2.5 Le comportement </title>
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         <title>2.4 Les comportements défis </title>
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         <title>2.3 Les formes de guidance </title>
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         <title>1.1 Apprendre / rapport à l&#39;erreur </title>
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         <title>3.2 PROGRAMME C1 </title>
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         <title>https://cache.media.eduscol.education.fr/file/A-Scolarite_obligatoire/24/5/Programme2020_cycle_2_comparatif_1313245.pdf</title>
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         <title>https://cache.media.eduscol.education.fr/file/A-Scolarite_obligatoire/37/5/Programme2020_cycle_3_comparatif_1313375.pdf</title>
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         <title>1.4 Décodage </title>
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         <title>VB-MAPP </title>
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         <title>Curriculum UEEA </title>
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         <title>Curriculum UEMA </title>
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         <title>Fonctions éxécutives </title>
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         <pubDate>2022-03-02 06:25:49 UTC</pubDate>
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         <title>Ge-Vasco </title>
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         <title>Théorie des cadres relationnelles </title>
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         <pubDate>2022-03-02 06:41:40 UTC</pubDate>
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         <title>Effet Pygmalion </title>
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         <title>2.2 ABA </title>
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         <title>2.1 TEACCH</title>
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         <title>Catherine GUEGUEN - Heureux d&#39;apprendre à l&#39;école </title>
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         <title>J.P ASTOLFI - L&#39;erreur, un outil pour enseigner </title>
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         <title>Fonctions du langage </title>
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         <title>PECS </title>
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         <pubDate>2022-03-02 07:42:05 UTC</pubDate>
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         <title>MAKATON </title>
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         <title>VIANIN - Comment donner à l&#39;élève les clés de sa réussite ? </title>
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         <pubDate>2022-03-02 07:43:42 UTC</pubDate>
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         <title>BOIMARE - Retrouver l&#39;envie d&#39;apprendre. </title>
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         <title>D&#39;une classe à l&#39;autre - Lydie Laurent </title>
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         <title>Social skills solutions - Mc Kinnon </title>
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         <pubDate>2022-03-02 10:24:58 UTC</pubDate>
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         <title>Effet Halo</title>
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         <pubDate>2022-03-02 10:34:19 UTC</pubDate>
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         <title>Effet Vicariant </title>
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         <pubDate>2022-03-02 10:34:37 UTC</pubDate>
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         <title>2.6 Comment être un Super Copain ? </title>
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         <pubDate>2022-03-02 10:38:18 UTC</pubDate>
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         <title>Suivi élève - AESH </title>
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         <title>La relation d&#39;aide ROGERS - Les attitudes de PORTER</title>
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         <description><![CDATA[<div>https://sfap.org/system/files/les_7_concepts_de_la_relation_daide.pdf</div>]]></description>
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         <pubDate>2022-03-03 07:17:43 UTC</pubDate>
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         <title>QUALINCLUS </title>
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         <description><![CDATA[<div>https://eduscol.education.fr/1257/qualinclus-un-guide-d-auto-evaluation-pour-une-ecole-inclusive</div>]]></description>
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         <pubDate>2022-03-03 07:20:47 UTC</pubDate>
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         <title>Effet Golem </title>
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         <pubDate>2022-03-03 07:28:48 UTC</pubDate>
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         <title>1994 </title>
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         <title>Avant 1970 </title>
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         <title>1970 - 1990 </title>
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         <title>2000</title>
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         <title>2005 </title>
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         <description><![CDATA[<div>la loi pour l’égalité des droits et des chances, la participation et la citoyenneté des per- sonnes handicapées du 11 février 2005 affirme « <em>le droit de tout élève en situation de handicap à accéder à l’éducation </em>»</div>]]></description>
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         <title>2013 </title>
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         <description><![CDATA[<div>la loi de Refondation de l’école du 8 juillet</div><div>2013<strong> </strong>reconnait que « <em>tous les enfants par- tagent la capacité d’apprendre et de progres- ser </em>» et veille à « <em>l’inclusion scolaire de tous les enfants, sans aucune distinction </em>»</div>]]></description>
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         <title>Effet Hawthorne </title>
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