Cinq enseignants parlent des facteurs contextuels impliqués dans l'enseignement à des élèves du spectre autistique (AS) – une étude de cas

Titre original en anglais : Five teachers talk about contextual factors involved in teaching students on the autistic spectrum (AS) – a case study

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Goodall, E. (2013). Five teachers talk about contextual factors involved in teaching students on the autistic spectrum (AS) – a case study [Dissertation]. University of Canterbury. School of Educational Studies and Leadership. https://doi.org/10.26021/9866

Date de publication: 01/01/2013 Ajout dans AutiHub: 12/08/2026 Type: Thèse Langue de l’article: Anglais
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  1. Emma Goodall *

Résumé

Cette thèse a examiné les facteurs contextuels impliqués dans l'enseignement à six élèves du spectre autistique (AS) dans une école primaire ordinaire en Aotearoa/Nouvelle-Zélande. La recherche a porté sur le travail de cinq enseignants, dont moi-même en tant que chercheur participant. Au moyen d'observations en classe et de conversations approfondies, cette recherche visait à mettre au jour la manière dont les enseignants tentaient de répondre aux besoins de leurs élèves avec AS et les possibilités et/ou contraintes qu'ils rencontraient dans leurs parcours. Une approche constructionniste sociale a encadré la démarche de recherche, conjointement à une compréhension constructiviste de l'enseignement et de l'apprentissage, et celles-ci ont été utilisées avec une base philosophique de théorie de l'activité afin d'explorer les médiateurs au sein des contextes complexes d'enseignement et d'apprentissage. Le contraste entre les enseignants considérant l'AS comme un handicap ou comme une différence s'est révélé important pour la manière dont les enseignants construisaient la valeur de leur élève dans la classe ou leur volonté d'essayer de répondre aux besoins de l'élève. Cela est conforme aux résultats selon lesquels les attitudes des enseignants à l'égard du handicap constituent un facteur clé du caractère inclusif de l'enseignement (Macartney & Morton, 2011 ; Tait & Purdie, 2000). Le rôle des professionnels de soutien dans le développement d'un enseignement inclusif s'est révélé complexe, offrant à la fois des possibilités et/ou des contraintes pour l'enseignant de la classe. La complexité de l'enseignement et la myriade de médiateurs (Lampert, 1985) impliqués dans l'enseignement aux élèves avec AS ont été analysées afin de mettre au jour un certain nombre de médiateurs clés. L'un des médiateurs clés s'est révélé être la construction par l'enseignant de l'élève avec AS comme compétent, laquelle était liée à la construction de l'enseignant comme compétent (Morton, 2011). Les possibilités clés permettant de considérer l'élève avec AS comme compétent étaient le fait que l'enseignant croie en la valeur et à la dignité de l'élève en tant que personne et apprenant, et qu'il comprenne ce que signifie être un élève avec AS. La volonté de l'enseignant d'être centré sur l'élève s'est révélée être un important médiateur favorisant, lorsqu'un conflit était perçu entre les besoins de l'élève et les politiques de l'école ou les politiques nationales.

This thesis examined the contextual factors involved in teaching six students on the autistic spectrum (AS) in a regular primary school in Aotearoa/New Zealand. The research looked at the work of five teachers, including myself as a participant researcher. Through classroom observations and in depth conversations this research aimed to uncover how the teachers tried to meet the needs of their students on the AS and what affordances and/or constraints they encountered in their journeys. A social constructionist approach framed the research approach, together with a constructivist understanding of teaching and learning and these were used in conjunction with a philosophical activity theory base to explore mediators within the complex teaching and learning contexts. The contrast between teachers viewing the AS as a disability or a difference was found to be important to the way the teachers constructed their student’s value in the class or their willingness to try and meet the student’s needs. This is in line with findings that teachers’ attitudes towards disability are a key factor in the inclusiveness of teaching (Macartney & Morton, 2011; Tait & Purdie, 2000). The role of support professionals in developing inclusive teaching was found to be complex, being both affording and/or constraining for the classroom teacher. The complexity of teaching and the myriad of mediators (Lampert, 1985) involved in teaching students on the AS was analysed to uncover a number of key mediators. One of the key mediators was found to be teacher construction of the student on the AS as competent which was linked to the construction of teacher as competent (Morton, 2011). Key affordances to viewing the student on the AS as competent were the teacher having a belief in the value and worth of the student as a person and a learner and having an understanding of what it means to be a student on the AS. Teacher willingness to be student focused was found to be an important affording mediator, where there was a perceived conflict between student need and school or national policies.

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Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 11 / 300 (3,7 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 10 / 10 (100,0 %).
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