Réseaux de soutien scolaires et prise en charge des enfants vivant avec un trouble du spectre de l’autisme (TSA) dans la ville de Yaoundé : cas de promhandicam et Azobe

Abstract

This research entitled “Educational Support Networks and the Care of Children Living with Autism Spectrum Disorder in Yaoundé: The Cases of PROMHANDICAM and AZOBE” stems from a twofold observation. On one hand, there are social, financial, and psychological difficulties faced by children living with ASD. On the other hand, there is a growing number of support networks and associations that advocate for, and care for this category of individuals in the city of Yaoundé. From the above, the identified problem in this study is that of the limits of the formal care system for children living with ASD. The main research question of this dissertation is therefore: How can we understand the use of educational support networks and what role do they play in the care of children living with ASD? To answer it, we formulate the following hypothesis: Support networks play a supporting role in the care of children living with ASD in coordination with the services, they direct families to the appropriates resources, raise awareness among communities, create an environment favorable to the school inclusion of children and support families in their care journey. In this research, a theoretical framework was used to provide a conceptual lens through which to interpret the observed reality. This is the theory of social network. This theory helped us understand the dynamics of relationships between actors within the networks as well as how these actors mobilize their networks to access resources. The data collection tools we used in the field included: documentary observation in the archives of support networks and in libraries; semi-structured interviews with association leaders, school administrators, teachers, parents, social worker, as well as direct observation of interactions between teachers, learners, parents. The main findings of this research show that support networks play a role in providing educational, social, and moral support. On the educational level, the support networks offers schooling that contributes to the intellectual development of children living with ASD. On the social level, the various recreational and creative activities proposed by these networks allow children with ASD to interact daily with neurotypical children, thereby promoting their inclusion in society. On the moral level, the support networks serves as a source of comfort and encouragement, helping children with ASD and their families to better cope with their condition. Furthermore, support networks assist the state in establishing appropriate structures to promote inclusive education. They also provide parents with guidance and training, helping them to better understand and manage their children’s condition.