O presente trabalho à voltado à acessibilidade do transporte nÃo-motorizado a pÃ, considerando critÃrios estabelecidos a partir do conceito de Desenho Universal. O mÃtodo desenvolvido foi capaz de permitir a proposiÃÃo de rotas mÃnimas acessÃveis em uma Ãrea especÃfica do centro de Fortaleza. Para tanto, foram definidos indicadores de acessibilidade e seus respectivos pesos, possibilitando, assim, o desenvolvimento de uma funÃÃo representativa do fenÃmeno microacessibilidade nas calÃadas e consequente anÃlise qualitativa da Ãrea escolhida. Tal funÃÃo foi denominada como Ãndice de acessibilidade, a qual foi inserida na arquitetura de um SIG-T (Sistema de InformaÃÃes GeogrÃficas aplicado aos Transportes). Assumindo-se que a importÃncia relativa de cada indicador de acessibilidade deve ser determinada por aqueles que utilizam as vias de circulaÃÃo do modo a pÃ, ou seja, as calÃadas, foi entrevistado um grupo de pedestres que apresentam maior limitaÃÃo fÃsica (pessoas com deficiÃncia motora). Em paralelo, um levantamento fÃsico da Ãrea de estudo foi realizado para verificar a ocorrÃncia dos indicadores de acessibilidade nos trechos de calÃadas, levando em consideraÃÃo os parÃmetros modelados pela NBR9050:2004 da ABNT (AssociaÃÃo Brasileira de Normas TÃcnicas) em relaÃÃo Ãs necessidades de circulaÃÃo de uma pessoa usuÃria de cadeira de rodas. Os dados coletados tambÃm foram inseridos no SIG-T para que, por fim, fosse possÃvel classificar tais trechos de acordo com seus respectivos nÃveis de serviÃo. Espera-se, aqui, contribuir com a identificaÃÃo de trajetos urbanos mais acessÃveis ao pedestre, sobretudo aos que possuem deficiÃncia motora ou mobilidade reduzida, permitindo, assim, uma orientaÃÃo dos percursos mais acessÃveis sob a Ãtica da infraestrutura viÃria. / The present study is about the accessibility of the transport not-motorized, as walk, having considered criteria established from the concept of Universal Design. In the literature revision, a new referencial theoretical was found and used later as a starting point for the formulation of a method. This was capable to allow the proposal of accessible minimum routes in a specific area of FortalezaÂs city center. For in such a way, it was defined accessibilityÂs indicators and its respective weights making possible, thus, the development of a representative function of the phenomenon microaccessibility in the sidewalk and a qualitative analysis of the chosen area. Such function was called as accessibility index, which was inserted in the architecture of a SIG-T (System of Geographic Information applied to the Transports). Believing that the relative importance, that each accessibilityÂs indicator represents on others, must be determined by that uses the ways of circulation to walk, that is, the sidewalk, the group of pedestrians that presents the most physical limitation was interviewed, the people with motor deficiency. In parallel, a physical survey of the area chosen in FortalezaÂs city center was carried through to verify the occurrence of the accessibilityÂs indicators in the stretches of sidewalk leading in consideration the parameters preset for ABNT 9050 in relation to the circulation necessities of wheels chairÂs users. The data also collected had been inserted in the SIG-T so that it was possible, at last, to classify such stretches in service levels. One expects here to contribute with the identification of accessible urban pedestrian passages, over all to that one who presents motor deficiency or reduced mobility, allowing, thus, an orientation of the accessible passages under the optics of the road infrastructure.

Depuis la loi du 11 février 2005 pour « l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées », l’École s’est engagée sur la voie de l’inclusion des élèves en situation de handicap. Pour répondre à la nécessité de rendre accessibles les apprentissages à ces élèves, l'Education Nationale finance notamment du « matériel pédagogique adapté ». Plus spécifiquement, la possibilité offerte aux élèves dyslexiques de contourner ou de surmonter leurs difficultés en langage écrit grâce à l’utilisation d’aides technologiques ouvre de nouvelles perspectives d’apprentissage et d’enseignement mais suscite aussi bon nombre d’interrogations. Au coeur de notre thèse qui s’inscrit dans ce contexte, nous conduisons une étude sur l’efficacité des outils de compensation attribués aux élèves dyslexiques et dysorthographiques scolarisés dans le second degré, corrélée à leurs contextes d’usage et d’appropriation. Le recours à deux démarches, l’une expérimentale, comprenant des tests de lecture et d’écriture, et l’autre compréhensive, combinant les questionnaires et les entretiens semidirigées, permet d’aborder les phénomènes et les enjeux qui s’opèrent dans l’utilisation des outils informatiques par les adolescents dyslexiques dans le cadre de leur apprentissage de la lecture et de l’écriture en classe ordinaire. Par l’analyse et le croisement de l’ensemble des données recueillies, nous tentons de décrire les facteurs personnels et environnementaux qui sous-tendent la réalisation du projet de compensation et de mettre en lumière les obstacles et les facilitateurs à l’utilisation efficace des aides technologiques. L’approche de la complexité des processus et des interactions en jeu dans la mise en oeuvre du projet de compensation nous permet finalement d’exposer quels sont les leviers fondamentaux et indispensables à un usage efficient des outils informatiques en classe par les élèves dyslexiques-dysorthographiques mais aussi de proposer les axes dominants d’un contexte éducatif inclusif susceptible de soutenir leur usage. / Since the act of February 11, 2005 on equal rights and opportunities and the inclusion and citizenship of the disabled was passed, French schools have embarked on the path of the inclusion of pupils with disabilities. To respond to the need of making learning accessible to these pupils, the French Education system does finance some appropriate educational learning materials. More precisely, the opportunity for dyslexic pupils to avoid or overcome the difficulties with written language thanks to new technologies opens up new prospects for learning and teaching but also raises concerns.At the very core of this thesis lies the study I have carried out on the effectiveness of those compensatory tools given to dyslexic and dysorthographic pupils in secondary education depending on the way they use these tools and become familiar with them. Two different approaches have been used, one being experimental including reading and writing tests and the other one being comprehensive combining questionnaires and semi-structured interviews. Both have permitted to identify the phenomena and the issues related to those pupils’ use of computer tools when they learn how to read and write in a mainstream class. By analysing and crossing data, I have tried to describe the personal and environmental factors which lead to the successful completion of the compensatory project and to identify the barriers but also the facilitators leading to a more effective use of these technological tools.Examining the complexity of the processes and the interactions involved in a compensatory project not only helps to identify key leverage actions to enhance the effectiveness of the use of computer tools but also permits to define priority axes to create an inclusive learning environment that is most likely to support this usage.