« Je ne devrais pas avoir à expliquer à leur école ce qu’est l’autisme » : attitudes de la communauté et récits de parents sur les expériences d’élèves autistes à l’école primaire et secondaire en Australie

Titre original en anglais : ‘I shouldn’t have to educate their school about what autism is’: Community attitudes and parent reports of autistic primary and secondary school experiences in Australia

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Thom-Jones, S., Gordon, C. S., & Mizzi, S. (2025). ‘I shouldn’t have to educate their school about what autism is’: Community attitudes and parent reports of autistic primary and secondary school experiences in Australia. Autism, 29(10), 2451-2462. https://doi.org/10.1177/13623613251338908

Date de publication: 31/05/2025 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Sandra Thom-Jones *
  2. Chloe S. Gordon
  3. Simone Mizzi

Résumé

Cette étude vise à comprendre les expériences d’inclusion des élèves autistes. L’étude présente les résultats de trois enquêtes, l’une menée en 2021 auprès de la population générale (N = 1983) et deux menées auprès de parents/aidants d’élèves autistes, l’une en 2020 (N = 2212) et l’autre en 2021 (N = 528). La population générale avait une attitude favorable à l’égard du fait que les élèves autistes reçoivent des soutiens à l’école. Toutefois, l’expérience vécue des élèves autistes, telle que rapportée par leurs parents, a mis en évidence des lacunes importantes dans la fourniture de soutien. Les données qualitatives de l’enquête de 2021 menée auprès des parents d’élèves autistes ont montré que les difficultés au niveau du système étaient omniprésentes et qu’un manque d’inclusion et de soutien causait un préjudice important aux élèves autistes. Bien que la perspective soit celle des parents plutôt que celle des élèves, cette étude peut fournir un aperçu des expériences d’élèves autistes qui, autrement, pourraient ne pas participer aux méthodes de recherche traditionnelles. Les recherches futures devraient chercher à entendre directement les élèves autistes eux-mêmes et à explorer des exemples d’études de cas d’écoles qui excellent dans le domaine du soutien aux élèves autistes. Ces exemples pourraient être utilisés pour plaider en faveur de la fourniture de soutien dans les écoles et être mentionnés dans le cadre du perfectionnement professionnel des responsables scolaires et des enseignants. Résumé grand public Cette étude a exploré les expériences d’inclusion d’élèves autistes dans les écoles australiennes. Notre enquête menée en 2021 auprès du grand public (N = 1983) a révélé que les personnes estiment que les élèves autistes devraient recevoir du soutien dans les écoles. Nos enquêtes auprès de parents d’élèves autistes, l’une en 2020 (N = 2212) et l’autre en 2021 (N = 528), ont révélé de nombreux obstacles au sein du système scolaire qui rendent difficile pour les enfants autistes de se sentir inclus et soutenus. Ce manque de soutien a une incidence négative sur le bien-être des enfants autistes. Il est important de noter que cette étude s’est concentrée sur les perspectives des parents, et non sur celles des élèves eux-mêmes. Les recherches futures devraient identifier les écoles qui font un excellent travail de soutien aux élèves autistes et en tirer des enseignements. Ces exemples pourraient être utilisés pour plaider en faveur d’un meilleur soutien pour tous les élèves autistes et pour aider à former les éducateurs afin qu’ils répondent plus efficacement aux besoins de ces élèves.

This study aims to understand experiences of inclusion for autistic school students. The study reports on findings from three surveys, one conducted in 2021 with the general population (N = 1983) and two conducted with parents/carers of autistic school students, one in 2020 (N = 2212) and one in 2021 (N = 528). The general population had a favourable attitude towards autistic students receiving supports in school. However, the lived experience of autistic students, as reported on by their parents, highlighted significant gaps in the provision of support. Qualitative data from the 2021 survey with parents of autistic students found that system-level challenges were pervasive, and a lack of inclusion and support caused significant harm to autistic students. Although the perspective is that of the parent rather than the student, this study may provide insight into the experiences of autistic students who otherwise may not engage with traditional research methods. Future research should seek to hear directly from autistic students themselves and to explore case study examples of schools that are excelling in the area of supporting autistic students. These exemplars could be used to advocate for the provision of support in schools and referred to in professional development for school leaders and teachers. Lay abstract This study explored the experiences of inclusion for autistic students in Australian schools. Our survey in 2021 with the general public (N = 1983) found that people agree that autistic students should receive support in schools. Our surveys with parents of autistic students, one in 2020 (N = 2212) and another in 2021 (N = 528), found many barriers within the school system that make it hard for autistic children to feel included and supported. This lack of support negatively impacts the well-being of autistic children. It is important to note that this study focused on the perspectives of parents, not the students themselves. Future research should identify and learn from schools that are doing a great job supporting autistic students. These examples could be used to advocate for better support for all autistic students and to help train educators to be more effective in meeting the needs of these students.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
42
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
5 / 42 (11,9 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
5 / 118 (4,2 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 5 / 45 (11,1 %). Auteurices cité·es distinct·es identifié·es comme autistes : 3 / 107 (2,8 %).
Occurrences citées rattachées à la base AutiHub
45 / 118 (38,1 %)
Auteurices cité·es distinct·es rattaché·es : 38 / 107 (35,5 %)
Occurrences rattachées, non identifiées comme autistes
40 / 45 (88,9 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 40 / 118 (33,9 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 35 / 38 (92,1 %).
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