Interventions educatives adaptees et competences sociocognitives chez l’enfant porteur de trisomie 21

Abstract

The research we conducted is titled “Adapted Educational Interventions and Sociocognitive Skills in Children with Down Syndrome.” It falls within the broader field of studies focusing on the sociocognitive abilities of children with Down syndrome. The objective of this research is to examine the sociocognitive skills in children with Down syndrome who benefit from adapted educational interventions during their learning process. Our aim is to highlight the various adapted interventions and to assess how they support—or fail to support—the development of sociocognitive competencies. Indeed, the lack of adapted educational interventions hinders the development of sociocognitive skills in children with Down syndrome. However, scientific literature has established a link between educational interventions and the development of sociocognitive abilities. The guiding research question was formulated as follows: “How do sociocognitive skills emerge in children with Down syndrome who receive adapted educational interventions during their learning process?" As a provisional answer to this question, we formulated the following general hypothesis: Adapted educational intervention contributes to the development of sociocognitive skills in children with Down syndrome. To test this hypothesis, we used a qualitative research approach. It involved selecting a sample of three children with Down syndrome, based on pre-established inclusion criteria. These children were observed within their institutional environments, particularly in their interactions with peers and teachers at the CNRPH centers. Data collection was conducted through participant observation, and data analysis was carried out using content analysis. The results show that sociocognitive skills in children with Down syndrome emerge progressively when they benefit from adapted educational interventions. These interventions provide targeted pedagogical activities that stimulate cognitive functions such as memory, attention, and comprehension, while promoting social interactions within a supportive and stimulating environment. This opens up broader perspectives for support and care in the field of intellectual disabilities.