Capacitation neuroplastique et acquisition des performances mnésiques chez les trisomiques 21 : une étude de cas

Abstract

Our research focuses on “Neuroplastic empowerment and acquisition of mnemonic performances in individuals with Down Syndrome: A case study”. It falls within the field of special education, more specifically Mental Disabilities, Mental Abilities, and Counseling. It raises the issue of the inadequacy of educational strategies in relation to mnemonic performances in individuals with Down Syndrome. The overall objective was to understand how neuroplastic empowerment facilitates the acquisition of mnemonic performances in individuals with Down syndrome. As a framework for understanding the problem posed, we used theoretical approaches that emphasize that every educable child is capable of adapting, questioning, solving problems, memorizing, and transferring information, depending on the situations they encounter. The research question that guided our investigation was formulated as follows: “How does neuroplastic empowerment facilitate the acquisition of mnemonic performances in individuals with Down Syndrome?” The research hypothesis was formulated as follows: Neuroplastic empowerment facilitates the acquisition of mnemonic performances in children with Down syndrome through sensory stimulation of nerve functions, cognitive training, and filtering of psychic residues. To test this hypothesis, we used a qualitative research approach as our methodological approach. It involved selecting a sample of five subjects with Down syndrome who met the inclusion criteria set in advance. These children with Down syndrome were observed in a learning situation for nearly two months in the specialized center for monitoring children with specific needs (CNRPH), within which there is an inclusive school. Data collection was done through a semi-structured interview, participant observation, and a free/ cued recall test. The analysis of the data collected was done by the content analysis method for the interview guide, thematic analysis for the observation grid, and the test analysis was done manually. The results show that the mnemonic capacities of children with Down Syndrome are potentiated by the repetition of sensory stimulations; cognitive training, and the filtering of psychic residues. Furthermore, these children with specific needs have a significant need for a stimulating family environment for better memorization and therefore better learning.