الأسرة و الأطر العاملة في مجال الإعاقة: أية علاقة؟

Abstract EN

Through this field study, we worked on our field practice in the field of special education to notice a kind of stagnation and disparities in knowledge and skills or their development among some children diagnosed with intellectual disability, despite the attempts and educational and paramedical rehabilitation sessions in special education and other disciplines that Some children showed some positive results on the one hand, and on the other hand, the desire of family members to help the child through their daily questions about the reasons for his lack of development or regression.

we also noticed through family tracking that the work of professionals and intermediaries and the role of the family in building an integrated project contributes to the development of the child is positively mentally handicapped.

the issue of the family occupies the main pillar and the starting point through a huge amount of its daily observations, through which our idea was formed about studying the roles of the family in helping educational and paramedical frameworks to develop the skills of their children.

In order to discover the main factors affecting the stagnation or development of the child's skills or their decline.

For this purpose, we carried out a field study at the Mohammed VI National Center for the Disabled in Marrakech, and we adopted the qualitative and quantitative approaches for the completion of the study, commensurate with the diversity of variables and the important quantity of data to be addressed.

in each of the two approaches, effective and reliable tools were built that included guides for interviews directed and not directed to families and frameworks working with disabilities (specialized educator-psychomotor-speech tamer-family-psychologist), and the preparation of questionnaires as well as dialogue meetings directed to all actors interested in school issues children are in a situation of disability, and the study sample consisted of 20 respondents from families, and represented 10 percent as a representative sample of the number of beneficiaries from the social educational pole (the ages of their children ranged between 6-12 years, who benefited from services for 3 consecutive years without interruption, and they were chosen the samples were intentionally made through the educational evaluation for each year approved by the center in order to determine the level of their knowledge and skill development represented in light development to medium development to advanced development to partial or total integration in the regular school.