L’impact du renforcement des relations par la musique au sein d’une classe d’une école spécialisée pour des élèves présentant un trouble du spectre de l’autisme : une étude de recherche-action

Titre original en anglais : The impact of fostering relationships through music within a special school classroom for students with autism spectrum disorder: an action research study

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McFerran, K. S., Thompson, G., & Bolger, L. (2015). The impact of fostering relationships through music within a special school classroom for students with autism spectrum disorder: an action research study. Educational Action Research, 24(2), 241-259. https://doi.org/10.1080/09650792.2015.1058171

Date de publication: 31/07/2015 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. Katrina Skewes McFerran
  2. Grace Thompson *
  3. Lucy Bolger

Résumé

Recherche-action en éducation Les musicothérapeutes travaillent dans des contextes d’éducation spécialisée depuis de nombreuses décennies, en utilisant la recherche et des études de cas pour éclairer la pratique. L’intérêt croissant pour le lien entre les arts créatifs et le bien-être a conduit les musicothérapeutes à examiner quels aspects de leurs connaissances d’autres personnes pourraient raisonnablement s’approprier dans le système scolaire. Une approche de recherche-action a été utilisée pour explorer cette question, fondée sur des partenariats entre des chercheurs universitaires en musicothérapie et le personnel d’une école destinée à des apprenants du spectre autistique. Cinq cycles de planification, d’action, d’observation et de réflexion ont structuré le partenariat collaboratif, un musicothérapeute agissant en tant que consultant afin d’explorer comment la musique pouvait être utilisée tout au long de la journée scolaire. Le changement le plus important mis en évidence par les analyses qualitatives et quantitatives concernait l’établissement de relations. Plutôt que de considérer la musique comme un outil favorisant l’acquisition de compétences spécifiques, les professionnels et les élèves de l’école en sont venus à comprendre que la musique pouvait constituer une part significative de leur rencontre les uns avec les autres. Cela concorde avec les résultats de la recherche en musicothérapie, qui soulignent également les façons dont la musique peut être utilisée pour motiver, évoquer et susciter des réponses significatives chez les jeunes. Certaines limites ont été relevées quant à la pérennité des pratiques musicales dans l’école, en particulier lorsque d’autres aspects de la culture scolaire évoluaient.

Educational Action Research Music therapists have been working in special education contexts for many decades, utilising research and case studies to inform practice. Growing interest in the link between the creative arts and well-being has led music therapists to consider what aspects of their knowledge others could feasibly appropriate in the school system. An action research approach was utilised to explore this question, grounded in partnerships between university-based music therapy researchers and staff at a school for learners on the autistic spectrum. Five cycles of planning, action, observation and reflection framed the collaborative partnership, with a music therapist acting as consultant to explore how music could be used across the school day. The greatest shift evidenced through qualitative and quantitative analysis was in the area of relationship building. Rather than seeing music as a tool that supports the acquisition of specific skills, the professionals and students in the school came to understand that music could be a meaningful part of their encounter with one another. This is congruent with music therapy research findings that also emphasise the ways music can be used to motivate, evoke and elicit meaningful responses from young people. Some limitations were identified in the sustainability of music practices in the school, particularly when other parts of the school culture were changing.

Bibliographie citée par cette référence

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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
61
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
4 / 61 (6,6 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
4 / 89 (4,5 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 4 / 18 (22,2 %). Auteurices cité·es distinct·es identifié·es comme autistes : 1 / 70 (1,4 %).
Occurrences citées rattachées à la base AutiHub
18 / 89 (20,2 %)
Auteurices cité·es distinct·es rattaché·es : 6 / 70 (8,6 %)
Occurrences rattachées, non identifiées comme autistes
14 / 18 (77,8 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 14 / 89 (15,7 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 5 / 6 (83,3 %).
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