Professionnel De L’ÉDucation Spã‰Cialisã‰E Face Aux Capacitã‰S D’Adaptabilit㉠De L’Enfant Avec Autisme. Une Analyse Des Processus Cliniques Mises En Å’Uvre Au Centre National De Rã‰Habilitation Des Personnes Handicapã‰Es (Cameroun)

This article analyzes the possibilities of adaptability in children with autism with regard to the quality of the framework proposed to them. According to the diagnostic criteria (DSM 5, 2015), autism represents a complex group of neurodevelopmental conditions characterized by observable symptoms, such as certain difficulties in social communication and repetitive, stereotyped behaviors (DSM 5, 2015). Now, this child is able to have thoughts about what happens in the world. To have representations with which he can know the world. He would thus have a theory of mind (TOM) which would also allow him to construct reality. The question is thus to know how the professionals of education intervene in front of the child supposed to be with autism? The research is carried out from two scales with five cases of children with autism. The evaluation was done on the basis of the revised psycho-educational profile. The analysis of the results reveals a great disparity between the cases. Cases A and B were more successful in gross motor skills than in spontaneous imitation and remained stuck in stereotyped activities. Case C had difficulties in imitation and eye contact. Case D has only gross motor skills and does not imitate. Case E is cooperative, provides adequate sensory responses, although he suffers from echolalia.