Accompagnement clinique des enfants a besoins spécifiques et acquisition des capacités de mémorisation : cas des enfants autistes

Abstract

This research is titled: "Clinical support for children with special needs and acquisition of memory skills: the case of autistic children." The main problem is that of low memory skills due to the lack of clinical support. The study is guided by the following research question: how does clinical support promote the acquisition of memory skills in autistic children? To answer this question, we formulated a research hypothesis as follows: Clinical support promotes the acquisition of memory skills in autistic children. The main objective of this study is to understand how clinical support promotes the acquisition of memory skills in autistic children in order to examine this problem. We used five (4) theories namely: Bandura's social learning, Vygotski's socioconstructivism, Rogers' humanitarian approach and Beck and Ellis' cognitive and behavioral approaches. The study used a clinical-type qualitative research design in which the sample population consisted of six (6) children with ASD levels I and II obtained in a targeted manner at the Psychopedagogical Institute Einstein. To collect the data, we used observation (in a classroom situation) and semi-directive interviews (conducted with teachers). The data were categorized and analyzed according to the observations made under the different pedagogical and following the various themes. The results we obtained show that the acquisition of memorization skills in autistic children depends on individual support, for which we must emphasize interaction, proximity, respect for the child's limits. Then, directive and/or non-directive intervention is required by creating a good relationship to reduce specific symptoms in order to better verify the progress of learning according to the tasks to be performed. Finally, verbal and non-verbal support is required through encouragement to improve body language and simple posture and the provision of positive feedback. All this together allows the child to memorize simple instructions, imitate learned models and acquire the rules of autonomy. The study suggested that the government should encourage the recruitment of specialized educators who will implement the special education plan, set up specialized structures to welcome and supervise children with special needs. Teachers, for their part, should be trained as specialized educators for individual support, encourage interaction in the teaching- learning process. Parents should enroll children early after the diagnosis is announced, actively participate in the child's care in collaboration with teachers.