Créer des classes inclusives pour des élèves fortement dysrégulés : que pouvons-nous apprendre de la littérature existante ?

Titre original en anglais : Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature?

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Goodall, E., Brownlow, C., Fein, E. C., & Candeloro, S. (2022). Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature? Education Sciences, 12(8), 504. https://doi.org/10.3390/educsci12080504

Date de publication: 22/07/2022 Ajout dans AutiHub: 12/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Emma Goodall *
  2. Charlotte Brownlow
  3. Erich C. Fein
  4. Sarah Candeloro

Résumé

La capacité à s’autoréguler constitue un axe central pour les éducateurs, en particulier pour les élèves neurodivergents, tels que ceux présentant un TDAH, un syndrome d’alcoolisation fœtale, des difficultés de santé mentale, de l’autisme et/ou de l’anxiété. L’incapacité des élèves à s’autoréguler conduit fréquemment les enseignants à qualifier leurs comportements de « turbulents » ou de « difficiles ». Une dysrégulation persistante peut entraîner des périodes de suspension et d’exclusion, affectant à la fois les taux de fréquentation scolaire des élèves et leurs familles au sens large. Des recherches antérieures ont montré que les effets d’une faible autorégulation peuvent être étendus, couvrant à la fois les résultats sociaux et scolaires. L’importante incidence négative d’une faible autorégulation signifie qu’il est important de soutenir les familles et les enseignants en classe afin d’améliorer efficacement l’autorégulation des enfants. Toutefois, pour soutenir les familles et les éducateurs, il est nécessaire d’élaborer et de déployer un cadre théorique permettant de proposer pourquoi l’autorégulation peut être insuffisamment développée et, inversement, comment l’autorégulation peut être efficacement développée dans un large éventail de contextes. Cet article examine la littérature actuelle explorant les liens entre les expériences individuelles des émotions et les relations avec les capacités fondamentales d’intéroception, d’autorégulation, d’intelligence émotionnelle et de métacognition. Il présente un modèle hypothétique de la manière dont ces capacités s’entremêlent et dont le soutien des éléments fondamentaux dans les environnements éducatifs peut favoriser des contextes éducatifs soutenants et inclusifs, offrant des expériences positives tant aux élèves qu’aux enseignants.

The ability to self-regulate is a key focus for educators, especially for neurodivergent students, such as those with ADHD, fetal alcohol syndrome, mental health difficulties, autism, and/or anxiety. Students not being able to self-regulate frequently results in their behaviours being labelled as “naughty” or “challenging” by teachers. Continued dysregulation can lead to periods of suspension and exclusion, impacting both attendance rates for students and their broader families. Previous research has shown that the impacts of poor self-regulation can be wide-ranging, spanning both social and academic outcomes. The broad negative impact of poor self-regulation means that it is important to support families and classroom teachers to effectively improve children’s self-regulation. However, to support families and educators, there is a need to develop and deploy a theoretical framework to suggest why self-regulation may be under-developed and, conversely, how self-regulation may be effectively developed across a wide range of contexts. This paper considers current literature exploring the links between individual experiences of emotions and connections with core abilities of interoception, self-regulation, emotional intelligence, and metacognition. It outlines a hypothesised model of how these abilities intertwine and how supporting core building blocks within educational settings can enable supportive and inclusive educational contexts, providing positive experiences for students and teachers alike.

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
67
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
4 / 67 (6,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
6 / 190 (3,2 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 6 / 24 (25,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 4 / 176 (2,3 %).
Occurrences citées rattachées à la base AutiHub
24 / 190 (12,6 %)
Auteurices cité·es distinct·es rattaché·es : 16 / 176 (9,1 %)
Occurrences rattachées, non identifiées comme autistes
18 / 24 (75,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 18 / 190 (9,5 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 12 / 16 (75,0 %).
1 entrée de bibliographie citée n’a pas pu être entièrement enrichie à partir des métadonnées DOI.
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