Mesurer ce qui compte : opérationnaliser des pratiques affirmant la neurodiversité par la conception participative d'ateliers STEM destinés à des jeunes autistes

Titre original en anglais : Measuring what matters: Operationalizing neurodiversity‐affirming practices through participatory design of STEM workshops for autistic youth

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Kilgallon, E., O’Brien, S., Grossman, E., Gravelle, C. D., Dwyer, P., Obeid, R., Arista, A., Suárez, J., Arif, A., Cordova‐Castellanos, G., Santos, J. D., Kofner, B., Yan, A., & Gillespie-Lynch, K. (2026). Measuring what matters: Operationalizing neurodiversity‐affirming practices through participatory design of STEM workshops for autistic youth. Journal of Research in Special Educational Needs, 26(3). https://doi.org/10.1111/1471-3802.70140

Date de publication: 01/07/2026 Ajout dans AutiHub: 30/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
14
Auteur·ices de la publication identifié·es comme autistes
2 / 14 (14,3 %)
  1. Elizabeth Kilgallon *
  2. Sinéad O’Brien
  3. Eliana Grossman
  4. C. Donnan Gravelle
  5. Patrick Dwyer *
  1. Rita Obeid
  2. Ariana Arista
  3. Jimena Suárez
  4. Aleena Arif
  5. Grace Cordova‐Castellanos
  1. Jin Delos Santos
  2. Bella Kofner
  3. Andrew Yan
  4. Kristen Gillespie-Lynch

Résumé

Résumé Peu de recherches ont examiné comment les approches affirmant la neurodiversité sont (1) co-créées avec des personnes autistes, (2) opérationnalisées, (3) mises en œuvre, (4) évaluées et (5) itérées. Au cours d'un programme de recherche de 3 ans, nous avons co-développé et fait évoluer des ateliers de conception de jeux et d'emploi destinés à et conçus avec des jeunes autistes. Après avoir rencontré des difficultés à mettre en pratique des approches authentiquement affirmant la neurodiversité durant l'atelier de l'année 2, nous avons élaboré des principes affirmant la neurodiversité qui ont guidé le recrutement, la formation, l'élaboration des programmes et les possibilités de plaidoyer pour les élèves et le personnel dans les ateliers de l'année 3. Nous avons évalué la fidélité à ces principes. Cet article examine si ces changements étaient associés à des augmentations : 1) des pratiques du personnel affirmant la neurodiversité et 2) de l'engagement des élèves envers le contenu des ateliers. Des codeurs en insu ont analysé les sources de données suivantes des années 2 et 3 : (1) des enregistrements vidéo des pratiques d'enseignement du personnel, (2) des enquêtes auprès du personnel avant et après les ateliers et (3) les évaluations par les élèves de leur engagement envers les activités des ateliers. Le personnel a utilisé plus fréquemment des pratiques affirmant la neurodiversité après les changements susmentionnés. L'engagement rapporté par les élèves ne différait pas entre les années et était généralement élevé. Toutefois, durant l'année 3 seulement, l'engagement des élèves s'est amélioré au sein des ateliers à la suite de boucles de rétroaction des élèves délibérément orientées vers le plaidoyer. Les résultats montrent que redéfinir la fidélité comme un processus flexible guidé par des valeurs offre un modèle de conception de programmes inclusifs qui favorise des environnements d'apprentissage socialement valides et réactifs.

Abstract Limited research has examined how neurodiversity‐affirming approaches are (1) co‐created with autistic people, (2) operationalized, (3) implemented, (4) assessed and (5) iterated. Across a 3‐year program of research, we co‐developed and iterated game design and employment workshops for and with autistic youth. After encountering difficulties enacting authentically neurodiversity‐affirming approaches during the Year 2 workshop, we developed neurodiversity‐affirming principles that guided hiring, training, curriculum development and student and staff advocacy opportunities in Year 3 workshops. We assessed fidelity to these principles. This paper examines if these changes were associated with increases in: 1) neurodiversity‐affirming staff practices and (2) student engagement with workshop content. Masked coders analysed the following data sources from Years 2 and 3: (1) video recordings of staff teaching practices, (2) pre‐ and post‐workshop staff surveys and (3) students' ratings of engagement with workshop activities. Staff used neurodiversity‐affirming practices more frequently after the aforementioned changes. Student‐reported engagement did not differ across years and was generally high. However, in Year 3 only, student engagement improved within workshops following intentionally advocacy‐oriented student feedback loops. Findings show that redefining fidelity as a flexible, values‐driven process offers a model for inclusive program design that fosters socially valid, responsive learning environments.

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
68
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
13 / 68 (19,1 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
30 / 229 (13,1 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 30 / 110 (27,3 %). Auteurices cité·es distinct·es identifié·es comme autistes : 18 / 193 (9,3 %).
Occurrences citées rattachées à la base AutiHub
110 / 229 (48,0 %)
Auteurices cité·es distinct·es rattaché·es : 75 / 193 (38,9 %)
Occurrences rattachées, non identifiées comme autistes
80 / 110 (72,7 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 80 / 229 (34,9 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 57 / 75 (76,0 %).
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