Inclusion d'enfants autistes dans des programmes récréatifs communautaires ordinaires : une étude de cas collective

Titre original en anglais : Inclusion of autistic children in mainstream community recreation programs: a collective case-study

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Thompson-Hodgetts, S., Conlon, O., Ferrige, E., Jeannot, P., Kohlhaas, S., Ryan, J. G., & McKillop, A. B. (2026). Inclusion of autistic children in mainstream community recreation programs: a collective case-study. Disability and Rehabilitation, 1-15. https://doi.org/10.1080/09638288.2026.2627638

Date de publication: 11/02/2026 Ajout dans AutiHub: 07/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
7
Auteur·ices de la publication identifié·es comme autistes
1 / 7 (14,3 %)
  1. Sandy Thompson-Hodgetts
  2. Olivia Conlon
  3. Emma Ferrige
  4. Paige Jeannot
  1. Sabrina Kohlhaas
  2. Jacalyn G. Ryan *
  3. Ashley B. McKillop

Résumé

Objectif : Tous les enfants ont droit à l’inclusion dans tous les contextes, pourtant les enfants autistes sont souvent exclus des programmes communautaires. Nous avons cherché à comprendre comment l’inclusion est conceptualisée et mise en œuvre au sein des programmes communautaires, du point de vue des parents d’enfants autistes et du personnel des programmes. Méthodes : Une étude de cas collective portant sur trois programmes de loisirs communautaires qui se définissaient tous comme inclusifs a été utilisée. Des entretiens semi-structurés ont été menés auprès de cinq membres du personnel des programmes et de sept parents d’enfants autistes. Les documents des programmes, les observations des chercheurs et les notes réflexives constituaient également des données. Une analyse thématique réflexive a été utilisée. Résultats : Deux thèmes influençant les expériences d’inclusion/exclusion ont été identifiés : (1) L’inclusion comme culture — Se sentir accueilli, reflétait une culture de programme fondée sur l’acceptation, les possibilités et l’appartenance, et (2) L’inclusion comme pratique — Être accueilli, décrivait les approches utilisées pour soutenir une participation égale et active ainsi que l’influence du personnel de première ligne. Conclusion : Les expériences d’inclusion reflétaient la culture et les pratiques de chaque organisation, centrées sur une participation égale et active avec les autres, ainsi que sur des sentiments d’appartenance et d’être valorisé. Ces expériences étaient souhaitées, mais peu fréquentes. Au contraire, l’altérisation et le capacitisme étaient prédominants, même dans les programmes qui se définissaient comme inclusifs. Les résultats peuvent être utilisés pour modifier la manière dont l’inclusion est envisagée et mise en œuvre dans les programmes communautaires.

Purpose: All children have the right to inclusion across contexts, yet Autistic children are often excluded from community-based programs. We aimed to understand how inclusion is conceptualized and enacted within community-based programs from the perspectives of parents of Autistic children and program staff. Methods: A collective case study across three community-based recreation programs that all identified as inclusive was used. Semi-structured interviews were conducted with five program staff and seven parents of Autistic children. Program documents, researcher observations and reflexive notes were also data. Reflexive thematic analysis was used. Findings: Two themes that influenced experiences of in/exclusion were identified: (1) Inclusion as Culture—Feeling Welcomed, reflected a program’s culture of acceptance, opportunity and belonging, and (2) Inclusion as Practice—Being Welcomed, described approaches used to support equal and active participation and the influence of front-line staff. Conclusion: Experiences of inclusion reflected the culture and practices of each organization, centered on equal and active participation with others, and feelings of belonging and being valued. These experiences were desired, but not common. Rather, othering and ableism were prominent, even in programs that identified as inclusive. Findings can be used to shift how inclusion is envisioned and enacted in community programs.

Bibliographie citée par cette référence

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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
54
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
2 / 54 (3,7 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
2 / 163 (1,2 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 2 / 25 (8,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 2 / 161 (1,2 %).
Occurrences citées rattachées à la base AutiHub
25 / 163 (15,3 %)
Auteurices cité·es distinct·es rattaché·es : 24 / 161 (14,9 %)
Occurrences rattachées, non identifiées comme autistes
23 / 25 (92,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 23 / 163 (14,1 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 22 / 24 (91,7 %).
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