Cycle primaire et construction de l’estime de soi scolaire : le cas de l’enseignement spécialisé de type 3 du centre spécialisé du cnrph cardinal Paul Emile léger

Abstract

In Cameroon, dyslexic disorders are legion in both mainstream and special education. In the main regions of Cameroon such as the Centre, the Littoral, the East, the West and the Far North, mentally handicapped learners present serious neurologist problems that impact on their learning of written or spoken reading and even language in its generalized form despite their being well beyond their age when one takes into account the stages of development of reading and writing. In Douala, the situation is even more serious, with two thirds of the adolescents in eight (8) public and private centres visited not managing to read and speak fluently despite the efforts of the teaching staff. The subject we are dealing with is entitled: “Dyslexic disorders in children with mental, disabilities in a learning context in the primary school and building self-esteem: The case of type three specialized education at the New-Bell II specialized Centre Douala”. This topic raises the scientific research problem of reading and writing deciphering in the construction of academic self-esteem. Self-esteem is a central concept is many fields of research such as education, mental and physical health, child development, sport and work. The field of self-esteem is becoming increasingly popular, with a growing body of research and scientific literature. Self-esteem is becoming the key concept for addressing the personal and social problems of individuals (Branden, 1 994 called by Famose and Bertsch, 2009, pp..1). Self-esteem is therefore an essential dimension of our personality. Thus, a lack of self-esteem plays a role is our personal and social development. Similarly, having a good self-esteem promotes commitment to action, decision-making and perseverance. Conversely, the slightest difficulty encountered when as individual has low self-esteem is experienced as a failure and becomes a brake on the individual’s development. It is essential to foster good self-esteem, especially in children, so that they become actors in their own lives, autonomous in their actions and responsible for the decisions made for their future (André, 2002). Other research develops self-esteem in this sense. Self-esteem is a positive evaluation of oneself. It the individual has a good self-esteem, then he or she will treat himself or herself positively and feel worthy of being loved and happy (De Saint-Paul, 1999). Dyslexia is “a specific, long-lasting and persistent disorder of written language acquisition viii occurring in a child of normal intelligence (assessed by non-verbal tests) in a major school environment”. It is therefore a cognitive (and therefore long-lasting) learning disability that reduces natural abilities in terms of reading, writing and counting. These difficulties are found in the ability to manipulate the sounds that make up words, the ability to read correctly and fluently, the ability to decode words in text and severe spelling difficulties. Similarly, the diagnosis of dyslexia de facto eliminates all problems surrounding intellectual deficits and severe psychological or psychiatric disorders. Dyslexic students should be provided with a personalized programme of remedial and, if necessary, speech therapy based on their strengths, weaknesses, interests and learning style. On the methodological level Our research population consisted of dyslexic and mentally retarded adolescents in special education type 3 and therefore the sample size was 10 adolescents: five boys and five girls. Semi-structured interviews and a thematic content analysis grid were used as data collective instruments. Interpretations are made on the basis of the theories mentioned in the introduction. We posed the following research question. “Do dyslexic disorders to children with mental retardation in specialized type 3 institutions determine their academic self-esteem? As a general hypothesis: “Dyslexic disorders in the mentally retarded child in a type 3 specialized institutions determine his or her academic self-esteem». The operationalization of the general assumption has given us the following specific assumptions: The specific assumptions are as follows: HR1: Handwriting disorders to children with mental retardation in specialized type 3 institutions determine their academic self-esteem. HR2: Reading disorders in children with mental retardation in specialized institutions type 3 determine their academic self-esteem. HR3: Language disorders in children with mental retardation in specialized institutions type 3 determine their academic self-esteem. The type of research is qualitative and inductive-théorical. The theories used are the following: The behaviorist theory of learning and conditioning and the theory of school self-esteem. On the basis of the results obtained, our general hypothesis was confirmed.