Transfert dans la relation éducative et acquisition de compétences chez les enfants handicapés mentaux : Essai d’analyse du rôle des affects dans l’accompagnement éducatif de l’enfant trisomique 21.

Abstract

This work aims at the study of transferential phenomena in the educational relationship, according to a clinical approach of psychoanalytic orientation, it is entitled: transference in the educational relationship and acquisition of skills in mentally disabled children: case of Down's syndrome. The latter falls within the field of specialized education, specifically in the mental disabilities and counselling. The intention is to question how, in the educational field, the demands and desires of the partners in the teaching-learning process are articulated and mobilized, and above all to see to what extent they would influence the development of skills in schooled children with Down’s syndrome. We asked ourselves the following research question: Does the transference from the learner to the teacher influence the acquisition of skills in the learner with Down's syndrome? As a tentative answer to this question, we have formulated the following general hypothesis: the transference from the learner to the teacher influences the acquisition of skills in children with Down's syndrome. The operationalization of the general hypothesis gave rise to the following research hypotheses. They are formulated as follows: HR1: the developed transfer influences the acquisition of skills in children with Down's syndrome and HR2: against transfer of the teacher influences the acquisition of skills in children with Down's syndrome. To test these research hypotheses, we proceeded to a reading, with psychoanalytic reference, of the transferential phenomena in the pedagogical relationship, from a projective test, the family drawing associated with the class drawing in this case on the one hand, and the speech of the specialist teacher gathered by a semi-structured interview and by certain observations in the school field on the other hand. The results we arrived at from an analysis and interpretation of the data is that the transfer of affects in the educational relationship effectively influences the acquisition of language and motor skills in children with Down's syndrome, which confirms our hypothesis general. Some suggestions were made to educational policies, teachers and families for better educational support for children with mental disabilities and children with Down's syndrome in particular.