Stimulation tactile et apprentissage chez les enfants de 3 à 8 ans atteints du trouble du spectre autistique : une étude de cas

Abstract

This research is part of a framework of concerns aimed at improving the educational care of children with ASD aged 3 to 8 years. The initial observation is that of significant difficulties in the learning processes of these children, often exacerbated by sensory particularities and a lack of adapted interventions in the Cameroonian context, little explored by the scientific literature. Faced with this problem, the main question that guided our investigation was to determine the impact of tactile stimulation on the learning of these children in specialized institutions in Cameroon. To answer them, we formulated the hypothesis according to which an adapted and personalized tactile stimulation would induce a significant improvement in attention, engagement in tasks and a reduction in self-stimulation behaviors, thus facilitating cognitive acquisitions. The theoretical framework of the study was anchored on the theory of sensory integration of Ayres. This foundation has made it possible to understand the complex interactions between sensory particularities and learning processes in autistic children. The methodology adopted was qualitative in nature, articulated around an case study. The sampling of participants included 18 individuals, specialized educators, interviewed by semi-structured interviews, as well as direct observations of children in their learning environment within PROMHANDICAM-ASSOCIATION and the Einstein Psychopedagogical Institute in Yaoundé. The thematic analysis was used to decipher the data collected, the results of which highlighted a generally positive perception of tactile stimulation by adults, although its application is often intuitive and lacks systematization. More crucially, the observations revealed a concrete impact of this stimulation on improving children's attention and engagement in educational activities, as well as a decrease in self-stimulation behaviors. However, the discussion of the results also identified major obstacles: a lack of specific training for professionals and insufficient access to appropriate material resources. In this perspective, it is important to integrate tactile stimulation in a more intentional and structured way into educational approaches, while advocating for increased investments in training and infrastructure, in order to optimize the learning potential of children with autism.