Technique d’échafaudage et acquisition de la préhension chez l’enfant avec autisme.

Abstract

In recent years, learning in children with autism is a point that essentially converges on a process of personalized care. However, few studies have adopted a perspective on the techniques for supporting children with autism in learning in general and on the tutorial strategies to adopt during the teaching-learning process in particular. This research aims to improve our understanding of scaffolding techniques in the acquisition of grip in children with autism. To do this, qualitative data from the survey were used. The results show that the acquisition of grip in children with autism depends on the support techniques used in their care during learning. This situation poses the scientific problem of the difficulty that some children with autism have digitally grasping object even though, they are verbally atypical children. Based on this observation, the question asked was how scaffolding promotes the acquisition of grip in children with autism. These different approaches allow us to observe the vulnerability of these children in parental guidance or tutorial, the specificities of autism, interactions and environmental factors. In the world in general and in Africa in particular, this vulnerability appears as the result of a disadvantage in the educational environment, in the training of instructors, the degree of disability and the socio-cultural factors affecting different spheres of life (professional, family) and at different levels of living. To achieve these objectives in the acquisition of grip in children with autism as envisaged in the Sustainable Development Goals, it is necessary to set up specialized educational programs for individuals living with autism. Taking into account the specificities of disability, the educational environment, socio-cultural factors and multi-sectoral programs for the empowerment of people with autism.