Procédés spéciaux de prise en charge éducative et acquisition des compétences linguistiques chez les élèves déficients auditifs de l’ESEDA (Ecole Spécialisée pour Enfants Déficients Auditifs).

Abstract

The topic selected for this study is "Special educational care procedures and acquisition of language skills in hearing-impaired pupils at ESEDA School - Ecole Spécialisée pour Enfants Déficients Auditifs (Special School for Children with Impaired Hearing). It aims at explaining how special educational care processes can contribute to the acquisition of language skills for hearing-impaired children. The main problem of this study is the lack of insight into the educational content of these students. This situation prompted us to reflect on specialized teaching methods, based on the use of pictorial teaching, sign language and speech therapy. This prompts following question: How do special educational methods contribute to the acquisition of language skills for children with Impaired Hearing? To help answer this research question, a study of the theoretical concepts of special educational management processes and language skill acquisition was carried out and the following general hypothesis was put forward: special educational management processes contribute to the acquisition of language skills in hearing-impaired students. In order to substantiate the hypotheses, investigations based on a qualitative approach were carried out at ESEDA, a specialized school located in the Yaoundé 2 district, using observation of hearing- impaired students during a lesson, and an interview guide was submitted to the teachers for appraisal. The specific hypotheses of are: Hypothesis 1: image-based teaching contributes to the acquisition of language skills for hearing-impaired students. Hypothesis 2: Sign language contributes to the acquisition of language skills in hearing-impaired students. Hypothesis 3: Speech therapy contributes to the acquisition of language skills for hearing-impaired students.