Travail interprofessionnel et adaptations pédagogiques : qu’en est-il de l’accompagnement des enfants avec un trouble développemental de la coordination (TDC) ?

Abstract

Purpose of the studyThis work aims to question the perception of parents and teachers about the joint work implemented around instructional accommodations that can be proposed to pupils with Developmental Coordination Disorder. MethodData collection was carried out by means of two questionnaires developed for this study, one aimed at parents (22 questions) of children with DCD and one aimed at their teachers (28 questions). A number of questions were identical in order to compare the perception of parents and teachers. The questionnaire was completed by 21 parents of children with DCD and by 18 teachers of these same children. ResultsThe diagnosis of DCD appears as an important element in the formalization of instructional accommodations. Some differences were found in terms of academic accommodations depending on whether the child has an isolated DCD or associated disorders, others according to whether he is enrolled in primary or secondary school. ConclusionCollaborative work remains difficult to implement between the different partners. In order to improve the inter-professional work necessary for efficient support of children with DCD during their schooling, care “specialists” (assessment teams, therapists) must develop a “caregiver” role with both parents and teachers.