Ingénierie éducative et développement des compétences chez l’enfant autiste cas de l’institut psychopédagogique Einstein

Abstract

The present study is entitled: Educational engineering and skills development in autistic children: case of the Einstein Psychopedagogical Institute. Engineering is a strategic approach to an operating system which is based on new rules. It applies to several fields and various areas of study: psychology, agriculture, technology , management, health, environmental, education/schooling. Educational Engineering, object of this study, is aimed at very diverse audiences, by their concerns, their role in the evolution of the education system, their level of mastery of technologies. This is intended to be an approach open and seeking partnerships. This concern for partnership arises from a deliberate desire, but also from a lucid analysis of existing skills. In this study, we start from the observation that there are few writings that take into account educational engineering for children with disabilities in general and autistic children in particular. However, if States set up formative, innovative, creative and professionalizing schools for children with disabilities, this could make them more autonomous and envision a more inclusive society. Our study raises the problem of training modalities that can lead to actions to develop professional skills in autistic children. Starting from this problem, we asked ourselves the question of knowing: how does educational engineering contribute to the development of skills in children with disabilities in general and in autistic child in particular if we agree that the autistic child is a child with special educational needs? we opted for a qualitative study with the interview guide accompanied by a questionnaire as the glue tool data. The choice of analysis is thematic. Two theoretical models served as support for this work: Training through the prism of engineering: controversies and innovations by Samuel Renier and Catherine Guillaumin (2023) which take an epistemological approach around the notion of engineering and training. The educational engineering approach Alain Chaptal (2004). The results obtained through these two theoretical approaches show that the practice of educational engineering in autistic children can develop their professional skills by taking into account the needs of the different stakeholders. In the sense that it refers to all the activities of design, project study, implementation, operating assistance and evaluation of technical means of teaching and training. It must respond to the concrete needs of teachers, by formulating advice, carrying out expertise, proposing projects, preparing and following actions, offering information and assistance. Educational engineering requires constantly updated information and skills.