Soutien psychosocial et apprentissage professionnel chez les adolescents porteurs de déficience intellectuelle légère : Cas des pensionnaires du CESER de N’Djaména.

Abstract

The research we conducted is entitled ‘Psychosocial support and vocational learning among adolescents with mild ID: the case of the residents of the CESER in N'djamèna’. It is part of the field of research on mental disability and learning in people with intellectual disabilities. Our aim is to assess the contribution of psychosocial support to vocational learning in adolescents with ID. The question was how psychosocial support contributes to vocational learning in adolescents with ID. Indeed, the lack of adequate support poses difficulties for professional skills. It has been established in the scientific literature that there is a correlation between psychosocial support and vocational learning in adolescents with ID. The question was raised as to how psychosocial support contributes to the vocational learning of adolescents with ID. Indeed, the lack of adequate support creates difficulties for professional skills. It has been established in the scientific literature that there is a correlation between psychosocial support and vocational learning in adolescents with ID. A general hypothesis was formulated, namely that psychosocial support contributes to vocational learning in adolescents with ID. We conducted semi-structured interviews with 4 adolescents. They were collected using the content analysis technique. The results obtained indicate that adolescents with mild ID who benefit from psychosocial support (support for stimulating potential, support for psychological needs and social support in an accessible environment) succeed in certain vocational tasks during learning. A number of sewing skills, such as pedaling the machine, winding the thread onto the bobbin, precision in holding the scissors, respecting the sewing lines, drawing patterns and assembling a garment, were acquired by these adolescents.