Un modèle scolaire neuro-inclusif : se concentrer sur l’école, et non sur l’enfant

Titre original en anglais : A Neuroinclusive School Model: Focus on the School, Not on the Child

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Rajotte, É., Grandisson, M., Couture, M., Desmarais, C., Chrétien-Vincent, M., Godin, J., & Thomas, N. (2024). A Neuroinclusive School Model: Focus on the School, Not on the Child. Journal of Occupational Therapy, Schools, & Early Intervention, 18(2), 281-299. https://doi.org/10.1080/19411243.2024.2341643

Date de publication: 19/04/2024 Ajout dans AutiHub: 06/08/2026 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. Émilie Rajotte
  2. Marie Grandisson
  3. Mélanie Couture
  4. Chantal Desmarais
  1. Myriam Chrétien-Vincent
  2. Julie Godin
  3. Nina Thomas *

Résumé

L’éducation inclusive consiste à adapter les écoles en amont aux besoins des élèves présentant des profils divers afin de leur permettre de réaliser leur potentiel et de développer un sentiment d’appartenance à leurs écoles. Cette étude visait à concevoir un modèle qui clarifie les caractéristiques des occupations et des environnements scolaires qui soutiennent la participation et le bien-être des élèves autistes et de leurs pairs. Une approche de recherche par conception a été utilisée pour élaborer le modèle. Au cours du processus itératif et collaboratif, il est apparu nécessaire que le modèle cible une plus grande diversité d’élèves, en particulier ceux qui sont neurodivergents. Le modèle comprend neuf caractéristiques souhaitables des environnements et des occupations scolaires qui soutiennent la participation significative et le bien-être des élèves neurodivergents. L’importance, pour les personnes de l’environnement social, de célébrer la neurodiversité et de fournir des espaces sûrs et bienveillants s’est révélée particulièrement cruciale. Le modèle fournit également des indications relatives à l’environnement physique (p. ex. être exempt de stimuli excessifs) et aux caractéristiques souhaitées des activités (p. ex. mobiliser les passions et les forces, offrir diverses options). Il invite à la collaboration entre les parties prenantes afin de créer des écoles plus accueillantes pour les élèves neurodivergents et leurs pairs.

Inclusive education involves adapting schools upfront to the needs of students with diverse profiles to enable them to fulfill their potential and develop a sense of belonging to their schools. This study aimed to design a model that clarifies the features of school occupations and environments that support the participation and well-being of autistic students and their peers. A research-design approach was used to develop the model. Through the iterative and collaborative process, it came out as necessary for the model to target a larger diversity of students, especially those who are neurodivergent. The model includes nine desirable features of school environments and occupations that support the meaningful participation and the well-being of neurodivergent students. The importance for people in the social environment to celebrate neurodiversity, and to provide safe and caring spaces, came out as particularly critical. The model also provides indications relating to the physical environment (e.g. being free from excessive stimuli) and to the desired features of activities (e.g. harnessing passions and strengths, offering various options). It invites collaboration between stakeholders to create more welcoming schools for neurodivergent students and their peers.

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
98
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
4 / 98 (4,1 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
5 / 368 (1,4 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 5 / 69 (7,2 %). Auteurices cité·es distinct·es identifié·es comme autistes : 4 / 333 (1,2 %).
Occurrences citées rattachées à la base AutiHub
69 / 368 (18,8 %)
Auteurices cité·es distinct·es rattaché·es : 56 / 333 (16,8 %)
Occurrences rattachées, non identifiées comme autistes
64 / 69 (92,8 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 64 / 368 (17,4 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 52 / 56 (92,9 %).
1 entrée de bibliographie citée n’a pas pu être entièrement enrichie à partir des métadonnées DOI.
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