Mobilisation des capacités métacognitives et métaphonologiques chez le jeune porteur du syndrome de down et types de comportements produits en situation d’apprentissage de la lecture : « une étude sur la conscience phonologique et la trisomie 21 dans la ville de Yaoundé ».

Abstract

This research in specialized education focuses on the various levers of educational support for young people with special education needs. Reading requires an intelligent association between graphemes and phoneme, yet young people with Down syndrome experience difficulties with this task due to their developmental and cognitive particularities. How can the mobilization of metacognitive and metaphonological abilities through phonological awareness tasks contribute to improving reading skills in young people with Down syndrome, given the types of behavior produced in an inclusive classroom setting, where profiles are numerous and diverse? Our objective is to understand the modes of regulation of Bruner’s teaching-learning process association with the mobilization of metacognitive and metaphonological abilities in young people with Down syndrome engaged in the process of reading acquisition. Our theoretical framework revolves around cognitivism, social constructivism, and executive functions. This study was part of a qualitative design whose type of research corresponds to an interpretative descriptive approach. Data collection was carried out among the 23 participants using the computer-assisted individual interview technique (CAPI) with the following collection tools: an observation grid, an adapted Komshi test and (07) phonological awareness and memory tests. Once the operation was completed, we created a database. Our results show that success in phonological awareness tasks can induce appropriate behavior in young people with Down syndrome engaged in a reading acquisition process provides that the supervisor puts himself in an asymmetrical position where kindness and trust in the child are essentiafinally, we l; then on their difficulty in decoding and understanding the reading method he must adopt the so-called magician’s posture; finally, we must eliminate the sociocognitive biases associated with people with intellectual disabilities (mystification, stigmatization, rejection) and make way for a more peaceful and caring social outlook, where inclusive classroom becomes a truly stimulating environment, a lever of mobilizing people toward their empowerment.