[ Perception du handicap des enseignants et suivi scolaire des élèves avec un trouble du spectre de l’autisme au Cameroun ]
Volume 43, Issue 3, September 2024, Pages 696–706
Guedong Jiogue Gisele Majolie1 and Tabue Defo Fabrice Rocard2
1 Ph.D en sociologie rural et du développement rural, faculté des lettres et sciences humaines, université de Dschang, Cameroon
2 Doctorant en psychopathologie et clinique, Département de Psychologie, Université de Yaoundé 1, Cameroon
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
For many years, education systems are in a promotion of education pupils with autism spectrum disorder. A conciderable number of this category of pupils are found in primary schools of Yaounde town which is likely to change the perception of many teachers. The objectif of this study is to describes the perception of the disability of primary schools teachers regarding school follow-up of pupils with autism spectrum disorder. For data collection of this study, semi-structured interview were carried out with five teachers who have in their classroom pupils with autism spectrum disorder. To better organise the interview, the thematic analyses of data was used. From the results obtained, it appears that the perception of teachers disability is expressed through attention, listening, individual control, the use adapted teaching matérials, additional hours, patience and the desire to succeed wich shows that, teachers have a positive perception of disability in general and the autism spectrum disorder in particular. This perception of disability by teachers will be an element favoring school follow-up of students with autism spectrum disorder.
Author Keywords: Disability perception, school follow-up, teacher, student, autism spectrum disorder.
Volume 43, Issue 3, September 2024, Pages 696–706
Guedong Jiogue Gisele Majolie1 and Tabue Defo Fabrice Rocard2
1 Ph.D en sociologie rural et du développement rural, faculté des lettres et sciences humaines, université de Dschang, Cameroon
2 Doctorant en psychopathologie et clinique, Département de Psychologie, Université de Yaoundé 1, Cameroon
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
For many years, education systems are in a promotion of education pupils with autism spectrum disorder. A conciderable number of this category of pupils are found in primary schools of Yaounde town which is likely to change the perception of many teachers. The objectif of this study is to describes the perception of the disability of primary schools teachers regarding school follow-up of pupils with autism spectrum disorder. For data collection of this study, semi-structured interview were carried out with five teachers who have in their classroom pupils with autism spectrum disorder. To better organise the interview, the thematic analyses of data was used. From the results obtained, it appears that the perception of teachers disability is expressed through attention, listening, individual control, the use adapted teaching matérials, additional hours, patience and the desire to succeed wich shows that, teachers have a positive perception of disability in general and the autism spectrum disorder in particular. This perception of disability by teachers will be an element favoring school follow-up of students with autism spectrum disorder.
Author Keywords: Disability perception, school follow-up, teacher, student, autism spectrum disorder.
Abstract: (french)
Depuis de nombreuse années, les systèmes éducatifs sont dans une promotion de scolarisation des élèves présentant un trouble du spectre de l’autisme. De ce fait, un nombre considérable de cette catégorie d’élèves se trouvent dans les écoles primaires de la ville de Yaoundé, ce qui est susceptible de changer la perception de nombreux enseignants. L’objectif de cette étude est de décrire la perception du handicap des enseignants du primaire quant au suivi scolaire de l’élève présentant un trouble du spectre de l’autisme. Pour la collecte des données de cette étude, des entretiens semi-directifs ont été effectués auprès de cinq enseignants ayant dans leur classe des élèves avec un trouble du spectre de l’autisme. Pour mieux organiser les thèmes des verbatim des entretiens, l’analyse thématique des données a été mis en place. À travers les résultats obtenus, il ressort que la perception du handicap des enseignants se traduisant par l’attention, l’écoute, le contrôle individuel, l’utilisation du matériels didactiques adaptés, les horaires supplémentaires, la patience et l’envi de réussite montre que, les enseignants ont une perception positive du handicap en général et du trouble du spectre de l’autisme en particulier. Cette perception du handicap des enseignants va être un élément favorisant le suivi scolaire chez l’élèves avec un trouble du spectre de l’autisme.
Author Keywords: perception du handicap, enseignant, suivi scolaire, élève, spectre du trouble de l’autisme.
How to Cite this Article
Guedong Jiogue Gisele Majolie and Tabue Defo Fabrice Rocard, “Teachers' perception of disability and academic monitoring of students with autism spectrum disorder in Cameroon,” International Journal of Innovation and Applied Studies, vol. 43, no. 3, pp. 696–706, September 2024.
