Actions de l’éducateur spécialisé sur la plasticité cérébrale chez un enfant trisomique 21 : cas d’une étude menée au centre spécialisé de PROMHAMDICAM.

Abstract

This study entitled « Actions of the specialized educator on brain plasticity in a child with Down syndrome : case of a study conducted at the specialized center of PROMHANDICAM » is based on the observation that children with Down syndrome, despite the fact that they undergo actions from specialized educators, experience in the majority of cases difficulties in adapting in carrying out cognitive tasks and coordinating motor acts. Indeed, the link between the actions of the specialized educator and the ability of a child with Down syndrome to adapt is tainted by difficulties due to the slowing down of nerve impulses (caused by an insufficiency of acetylcholine from neurotransmitters and serotonin metabolism) causing a slowing down of synaptic connections and, more concretely, difficulties in transmitting all the information processed by his brain (Pagès, V., 2017, p. 141). Writings on Down syndrome and in particular on brain plasticity, show us that the brains of children with Down syndrome, although they have an anatomical and physiological particularity, for example, the medial parts of the temporal lobe as well as the hippocampus being particularly damaged, nevertheless, certain nutrients such as choline, educational play activities and operant conditioning can boost the adaptability of their brains. Specialized educators are therefore resource people for the rehabilitation of children with Down syndrome. It is with this in mind that the problem posed by this study is that of the difficulties of the adaptability of the brain of a child with Down syndrome in carrying out cognitive tasks and coordinating motor acts. It is following this logic that we asked ourselves the question : what are the difficulties of the adaptability of the brain of a child with Down syndrome in carrying out cognitive tasks and coordinating motor acts ? Based on neurobiological theory, we hypothesized that : slowing of nerve impulses and hypotonia limit the adaptive capacity of the brain of a child with Down syndrome in performing cognitive tasks and coordinating motor acts. From this, the aim is to show that it is possible to remodel the brain of a child with Down syndrome to make it capable of performing cognitive tasks and coordinating motor acts. To achieve this, we used thematic analysis technique to analyze the results of the interviews and the case study analysis technique to analyze the results of the PEP 3 tests.The data were collected using semi-directed interviews with five specialized educators at the PROMHANDICAM specialized center and using observation with eight children with Down syndrome 21 integrated into the same specialized center. The results obtained were interpreted using the neurobiological theory, the main theory of this study and the theories of operant conditioning and Bandura’s Social learning.