Situation de scolarisation et mentalisation chez les apprenants avec autisme au centre autonomie père et fils de Bonamoussadi Douala dans le Vem arrondissement

Abstract The cognitive characteristics observed in autism determine how individuals perceive physical and social environments. These characteristics must be taken into account to understand how people with autism function, to implement appropriate support, and thus enable them to develop their potential. Information processing differences can be responsible for difficulties encountered at all levels, whether adapting to the physical environment or adjusting to a social context. Problems related to intellectual disability, language development abnormalities, and information integration difficulties influence the responses of autistic individuals and hinder their learning and adaptation abilities. Intellectual or mental disability is frequently associated with autism. 75% of children with autism have a disability, and their IQ scores are mostly between 35 and 50. The concept of intellectual disability must therefore be considered, as this issue affects a majority of children with autism. However, not all behaviors observed in autism can be reduced to intellectual limitations. Language difficulties in autistic individuals range from a complete absence of functional language development (50% remain non-verbal) to the development of functional language but with idiosyncratic usage. Language sometimes appears at the end of the first year only to disappear later. This article analyzes cognitive impairment and, through the work of autistic learners in the classroom, seeks to understand the impact of their participation in individual and group learning on their capacity for mentalization.