Relations entre pairs chez de jeunes enfants en situation de handicap : résultats d’une recherche

Abstract

In the family, in the city or in places of inclusion, mixed situations are rich for children with disabilities as well as for typical children and contribute to the implementation of the principles of the United Nations Convention. By identifying the factors that promote or hinder peer relationships for young children aged 1 to 6 with disabilities, this research aimed to help improve practices in order to support inclusive situations and limit the isolation of these children. Thirty-two children who had motor, or intellectual and motor disabilities, or multiple disability, were observed for 18 months, at home, in inclusive settings and in specialised settings, using observation booklets filled in by parents or professionals depending on the place of observation. Research interviews were conducted at the end of the study with participating parents and professionals. The verbatims of the observations and interviews were subject to a thematic content analysis. After noting that children with disabilities were more isolated than others, six factors were identified as promoting or hindering interaction : (i) the relational experience of children with disabilities with familiar children, (ii) the size of the group of children in which they evolved, (iii) the intervention of the adult in the relationships between children, (iv) the characteristics of the pathology, (v) the character traits of the children, and finally (vi) the material and human environment in which they were welcomed. The discussion conclusion focuses on an analysis of the processes at work in the creation of interactions between children with disabilities and their peers, which opens up clinical perspectives in terms of support for children and their families.