Effets d'une praxie de l'éducabilité cognitive par l'orthopédagogue clinicien en France auprès des Elèves à Besoins Educatifs Particuliers : études de cas longitudinales sur le Haut Potentiel Intellectuel dyssynchrone

There was a missed opportunity for the field of orthopedagogy in France. Similarly, there is in the emergence of the profession of “orthopedagogist” in this country as a pitfall in history. This research is therefore part of an original professional framework around a practice of orthopedagogy that is still uncertain. And yet Alfred Binet, at the beginning of the twentieth century, raised the question of a mental orthopaedics; defending a functional theory of thought, a qualitative approach to intelligence and to difference in a remedial perspective. From the German Heilpädagogik, Special or Curative Education is now known as orthopedagogy in the Anglo-Saxon and French-speaking worlds. This research studies the practice of orthopedagogy, and in this perspective a particular posture of one practitioner who would exploit the “Mental Management” pedagogy of A. de La Garanderie in France. Because this professional practice remains atypical on French soil, a detour to orthopedagogy in Canada, and more specifically in Quebec, is necessary. Since 1960, the orthopedagogist’s “profession” has evolved in a more or less chaotic way despite an institutional will to make it exist. This professionalization, which has not yet been completed, induces notions of pedagogical expertise and pedagogical diagnosis among pupils with academic difficulties. It also builds on neuroscientific discoveries to identify educational action from the cerebral point of view. This frame has generated a reflection on a certain practice of clinical orthopedagogist in France that would explore the cognitive educability of the Pupil with Special Educational Needs (PSEN) in an inclusive perspective. We considered that an introspective work on self-knowledge, and «cognitive gestures» in particular, carried out with a specialized pedagogue, could restore a dynamic in his learning experience when facing difficulties in the traditional education system? It follows from this central hypothesis an action-research that we constructed from longitudinal case studies with young people with dyssynchronous High Intellectual Potential (HIP) (Terrassier, 2006). Our proposal therefore anticipated a relationship between the clinical orthopedagogist, a tekhnè aiming at introspective practice on the basis of the proposals of the Mental Management pedagogy, and the dyssynchronous HIP as PSEN. The actantial model of A. -J. Greimas served as a theoretical basis for exploiting our cases. Resulting from our analyses, in pattern matching then in process tracing, are a set of effects that would qualify 1) the orthopedagogical mediation from the point of view of educability within the framework of a care for the self, taken from the elders, 2) an explanation of an accompanying situation that targets an individuation of the student in this context; hermeneutics of the subject revisited in the end (Foucault, 2001). The work of M. Sorel, and more particularly her systemic model of the interactions between the different variables of the pedagogical situation (1994), have been of invaluable help in positioning the educational action of the clinical orthopedagogist in this particular field of educability, and in defining it more precisely. Cognitive educability is still a paradigm for this author. Mediation, including self-training, define this pedagogical domain in the making, and refer to the process of Forming in the pedagogical triangle; a process often hidden by the most traditional educational approaches relating to the transmission of knowledge or the didactics of learning, and which we have investigated in a subjectivation concern in this research.

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