Disorder of school apprenticeship

A disorder of school apprenticeship is characterized by a dysfunction in the process of acquisition of the Connaissance S. It is specific to the touched cognitive function : there are thus disorders of training connected to the Langage, the Attention, but also to specific competences like the Lecture, the Orthographe, the Arithmétique, etc

Because the children who suffer from a disorder of training represent a big part of the pupils in situation of school failure, the comprehension of this Handicap is a stake determining from the curative and preventive point of view.

Definition

General standard

A disorder of training is identified when the performances of the subject to standardized tests show a delay of at least two years between the current level of the child and the awaited level, taking into account its age. More than one concept of delay, the disorder of training returns to a disorganization in the process of acquisition of knowledge. The development is abnormal in its structure: the child produces errors different compared to those from the other pupils.

Characteristics of the disorder of school apprenticeship

It is not in bond with a Backwardness: any child, whatever his level of intelligence, can be affected by a disorder of school apprenticeship.
It is invisible.
It is very heterogeneous: in the nature of the disorder since it is specific to the touched cognitive function, but also in the intensity of the disorder.
It is durable and resistant: in time but also with rehabilitation.
It is a handicap: he is recognized socially like by the Law on the rights of the person. In the school, it gives right accommodations.

Nonspecific disorder of specific training versus

The specific disorder of training concerns the pupils at whom one diagnosed neither intellectual deficiency, neither sensory difficulty, neither problem Neurologique, nor personality disorder. Their emotional, social and cultural environment is normal, just like their schooling. So it is particularly unforeseeable.

The nonspecific disorder of training is associated with others turbid like intellectual deficiency, the Hyperactivité, the Autisme, the Surdité, etc, or with a problematic environment.

Distinctions between disorder of training and difficulty of training

The concept of difficulty of training, more ambiguous, indicates a deterioration of the school performances. As for the disorder of training, they are lower than those awaited taking into account the age of the pupil, but the difficulties of training imply a least degree of gravity. They are supposed to be momentary and more easily recoverable. Very diverse situations can generate difficulties of training: one speaks about the more important difficulties of the boys, of the difficulties of the children in underprivileged medium, without it being about a disorder. Consequently, the difficulties of trainings require different institutional measurements and do not raise of a psychological diagnosis.

Repertory of the various disorders of training

Since a disorder of training is specific to a cognitive function, these disorders are very diverse:

disorder of language;
disorder of the reading: Dyslexia;
disorder of the orthography: Dysorthographie;
arithmetic disorder: Dyscalculie;
overdrawn Disorder of the attention;
disorder of visual perception;
disorder of the memory;
disorder of motricity;
disorder of the decoding of information;
disorder of the executive Functions;

Tracking

Tracking is generally carried out by the teacher who will locate in his class the pupils likely to develop a disorder of training.

Tracking, to allow an effective action, must intervene precociously. If it is established as of 3 or 4 years, it makes it possible to set up an important support before the entry for the elementary school. It is at this time that the capacity of acquisition of the pupil is maximum. The danger of very early tracking lies in the risk to detect and label children who could have recovered their delay spontaneously. Tracking towards 5 or 6 years decreases the risk of error, while being more specific and makes it possible to better target the interventions to be carried out, but limit the time of support in the trainings.

Diagnosis

The diagnosis succeeds tracking. The teachers refer to the dedicated services, generally with the educational psychologist, the pupils likely to have a disorder of school apprenticeship. The diagnosis is carried out in a multidisciplinary approach which makes it possible to take account of the various aspects influencing academic success: cognitive, social, emotional, medical. The diagnosis makes it possible to confirm or cancel the presence of the disorder considered, to determine with more precision the difficulties of the pupil and to define axes of assumptions of responsibility adapted.

Stakes

According to the AQETA, 10% of the pupils would have a disorder of training. For lack of assumption of responsibility adapted, the majority of them is found in situation of school failure. If the disorder at the beginning is specific, it often implies consequences on other aspects of the schooling. A certain circularity is established between the disorder of training, school failure, of the conflicts with the home environment, school and social, a reduction in the regard of oneself, personality disorders.

The stakes are thus the same ones as those of academic success: school Unhooking, unemployment, Illiteracy, social integration.

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