<\/span><\/h2>\nIt is aimed at school teachers, middle school teachers, AESH, RASED and trainers. No need to be comfortable with AI. Chapter 9 proposes an adaptation circuit in 15 minutes, which the narrative of the end takes place for good: on a Wednesday evening, a text on the water cycle, three students picking up on the cobblestones, and an AI that writes \u2018water rises in the sky\u2019. This is honestly my favourite passage: it shows what the proofreading catches before the error settles for the year.<\/p>\n
Let us be clear about the limits, that said:<\/p>\n
\n- it is not a medical book, it does not make any diagnosis and does not replace either the PAP, the PPS or the opinion of the professionals who follow the student;<\/li>\n
- reading and writing occupy most of the pages, dyscalculia and dyspraxia are tackled more quickly;<\/li>\n
- the regulatory framework cited is French, colleagues from Belgium, Switzerland or Quebec will have to transpose this part;<\/li>\n<\/ul>\n
<\/span>Frequently asked questions about the book<\/span><\/h2>\n<\/span>Do I need a Kindle e-reader to read it?<\/span><\/h3>\nNo, no. The free Kindle app works on phone, tablet and computer. Premium subscribers receive a PDF version, more convenient for printing prompts.<\/p>\n
<\/span>Do prompts work with ChatGPT, Mistral or Gemini?<\/span><\/h3>\nYeah, yeah. They are written for any general assistant, including an institutional assistant. You replace what is in square brackets, and you always reread the result.<\/p>\n
<\/span>Can these methods be applied without AI?<\/span><\/h3>\nIn large part, yes. The layout, the browser reading mode or the cutting of the instructions do not require any generative model.<\/p>\n
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