Le rôle de l’ergothérapeute dans l’accompagnement des enseignants au repérage précoce du Trouble développemental de la coordination en milieu scolaire ordinaire

Summary :

Background. Developmental Coordination Disorder, or DCD, has an impact on children’s schooling during the early and fundamental learning stages, meaning between five and eight years old. However, studies show that this disorder is diagnosed late, about 2 years and a half after the emergence of difficulties. It’s due to a lack of awareness from health care and educational professionals.
Aim. The goal of this study is to assess the possibility for occupational therapists to support teachers from last year of kindergarten to 2nd grade classes (children from 5 to 8 years) in mainstream schools in their role of identifying difficulties related to DCD.
Method. A mixed-methods research will combine a quantitative survey with a questionnaire of 105 teachers and a qualitative survey with semi-structured interviews of three occupational therapists working with the study population. The results will be analysed to verify the hypothesis that raising awareness of the DCD and its warning signs would lead to better identification.
Results. The first survey revealed a real need for training and information from the teachers, while the second highlighted skills and abilities of occupational therapists to address this issue. These results confirm the importance of a close cooperation between these professionals to improve early identification of DCD.
Conclusion. One line of action that could be considered would be that occupational therapists run training-information sessions in schools, as part of teachers’ life-long training.

Article rédigé par :

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  Audrey Renard

  Ergothérapeute DE
  audrey.renard.ergo@gmail.com
  IFE de Melan-Les Mureaux (CHIMM)
  Campus inSanté – GHT des Yvelines Nord
  Directeur de mémoire : Franck Coulon