Qualité d’interactions sociales et développement des fonctions exécutives chez l’enfant avec autisme.

Abstract

This thesis, entitled “quality of social interactions and development of executive functions in children with autism, starts from the observation that, for children with autism to participate in class activities, the inclusive class should be transformed into engineering pedagogic. Such a transformation invites recourse to a readjustment and reorientation of teaching practices in which the teacher pays more attention to contextual variables (such as the singular characteristics of the student) in order not always to fall into the lure and practice strategic teaching to counteract professional uncertainty. However, the practitioners of said classes take these children without the necessary expertise in terms of inclusion. They organize the activities without having to transform the class into educational engineering. Hence the following research question: “how does the quality of interactions in an inclusive classroom influence the development of executive functions in children with autism? ". The research was based on a qualitative design highlighting the experiential experiences of field practitioners. This research was part of a case study approach carried out with three teachers, field actors through an interview guide including the central themes of the study. An analysis of thematic content made it possible to observe that if we want to succeed in educational inclusion, it is necessary to pay attention to certain parameters intrinsically linked to teaching practices such as social interactions. Hence the proposal of a resolving model calling on Orthopedagogy and Psychpedagogy and which takes into account both cognitive and socio communicational aspects requiring mental gestures which will allow visual filtration, verbalization and memorization of concepts during a teaching-learning process.