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Billet publié sur Bluesky le 18/08/2025 11:31

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Bluesky Registre de revue systématique crd.york.ac.uk Extrait cité dans le billet Lien intégré au billet Termes sur l’autisme
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Registered: "aspects of the physical mainstream school environment that national and international research identifies as having a positive or negative impact on autistic students" www.crd.york.ac.uk/PROSPERO/vie... systematic review including qualitative, quantitative, and mixed methods studies

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Registre de revue systématique

Kate Simpson, Annetta Cayas, Abby Sesterka, Raechel Smart, Chris Paradisis, Louise White, Dawn Adams (2025). The effect of physical school environments on autistic students: A systematic review. CRD/PROSPERO. Griffith University, Autism Centre of Excellence LaTrobe University, Olga Tennison Autism Research Centre.

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Registre de revue systématique Récupéré Publication crd.york.ac.uk

Kate Simpson, Annetta Cayas, Abby Sesterka, Raechel Smart, Chris Paradisis, Louise White, Dawn Adams (2025). The effect of physical school environments on autistic students: A systematic review. CRD/PROSPERO. Griffith University, Autism Centre of Excellence LaTrobe University, Olga Tennison Autism Research Centre.

Date de publication
17/08/2025
Identifiant
CRD420251085461
Auteurs
Kate Simpson, Annetta Cayas, Abby Sesterka, Raechel Smart, Chris Paradisis, Louise White, Dawn Adams
Source
CRD/PROSPERO
Type de référence
systematic_review_registry
Éditeur
Griffith University, Autism Centre of Excellence LaTrobe University, Olga Tennison Autism Research Centre
Source de métadonnées
crd.york.ac.uk

Résumé

This review aims to identify and review aspects of the physical mainstream school environment that national and international research identifies as having a positive or negative impact on autistic students. The following research question will be investigated: What aspects of the physical school environment (in structured and unstructured spaces) have a positive and/or negative impact on autistic students? How do aspects of the physical school environment (in structured and unstructured spaces) have a positive and/or negative impact on autistic students?

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