Points de vue et expériences d’inclusion et d’exclusion d’éducateurs autistes : comment la culture du lieu de travail façonne le sentiment d’appartenance

Titre original en anglais : Autistic educators’ views and experiences of inclusion and exclusion: How workplace culture shapes belonging

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Spiegler, J., Arhin-Acquaah, K. I., Hamilton, C., Timmerman, A., Romualdez, A. M., & Pellicano, E. (2025). Autistic educators’ views and experiences of inclusion and exclusion: How workplace culture shapes belonging. Neurodiversity, 3. https://doi.org/10.1177/27546330251406910

Date de publication: 01/12/2025 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
Source OpenAlex Source éditeur (DOI)

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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Jessica Spiegler
  2. Kathelene Iagrossi Arhin-Acquaah
  3. Charlie Hamilton
  1. Amanda Timmerman *
  2. Anna Melissa Romualdez
  3. Elizabeth Pellicano

Résumé

Pour les personnes autistes en emploi, le secteur de l’éducation est un domaine populaire dans lequel travailler. Compte tenu des obstacles auxquels les personnes autistes sont souvent confrontées lorsqu’elles révèlent leur autisme et demandent des aménagements sur le lieu de travail, il est important de comprendre ce qui crée un lieu de travail inclusif sans qu’il soit nécessaire de demander des aménagements afin de soutenir un emploi équitable. Dans cette étude dirigée par des personnes autistes et coproduite, 14 éducateurs autistes travaillant dans des écoles au Royaume-Uni ont rédigé, pendant un mois, des entrées de journal en ligne détaillant leurs expériences continues d’inclusion et d’exclusion au travail. Treize de ces répondants ont ensuite été interrogés sur leurs expériences et, ensemble, les données ont été analysées à l’aide d’une analyse thématique réflexive selon une approche inductive. Les éducateurs autistes ont rapporté être confrontés à une exclusion continue sur le lieu de travail scolaire, leur inclusion dépendant souvent des points de vue individuels très variables de leurs collègues, de la stigmatisation liée à l’autisme et de systèmes de communication défaillants. Il est toutefois encourageant que certains éducateurs aient rapporté travailler dans des écoles majoritairement inclusives où leur expertise professionnelle était valorisée. Ces cultures scolaires ont été décrites par les participants comme non hiérarchiques, dans lesquelles les éducateurs autistes avaient du contrôle et de l’autonomie sur leurs rôles et leurs environnements, ce qui créait une culture d’inclusion pour l’ensemble du personnel et des élèves, qu’ils soient ou non autistes.

For autistic people in employment, the education sector is a popular field in which to work. Given the barriers that autistic people often face when disclosing autism and seeking workplace adjustments, understanding what creates an inclusive workplace without the need to seek adjustments is important for supporting equitable employment. In this autistic-led and co-produced study, 14 autistic educators working in schools in the United Kingdom wrote online diary entries over one month detailing their ongoing experiences of inclusion and exclusion at work. Thirteen of these respondents were subsequently interviewed about their experiences and, together, the data were analysed using reflexive thematic analysis with an inductive approach. Autistic educators reported facing ongoing exclusion in the school workplace, with their inclusion often dependent on the highly variable individual views of colleagues, stigma about autism and systems of poor communication. Encouragingly, however, some educators reported working in predominantly inclusive schools where their professional expertise was valued. These school cultures were described by participants as non-hierarchical, where autistic educators had control and autonomy over their roles and environments, which created a culture of inclusion for all staff and students regardless of whether they were autistic.

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
60
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
8 / 60 (13,3 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
14 / 153 (9,2 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 14 / 87 (16,1 %). Auteurices cité·es distinct·es identifié·es comme autistes : 12 / 132 (9,1 %).
Occurrences citées rattachées à la base AutiHub
87 / 153 (56,9 %)
Auteurices cité·es distinct·es rattaché·es : 67 / 132 (50,8 %)
Occurrences rattachées, non identifiées comme autistes
73 / 87 (83,9 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 73 / 153 (47,7 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 55 / 67 (82,1 %).
2 entrées de bibliographie citée n’ont pas pu être entièrement enrichies à partir des métadonnées DOI.
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