Comprendre comment les élèves autistes vivent l'enseignement secondaire : critères de l'autisme, théorie et FAMe™

Titre original en anglais : Understanding how autistic pupils experience secondary school: autism criteria, theory and FAMe™

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Leatherland, J. (2018). Understanding how autistic pupils experience secondary school: autism criteria, theory and FAMe™ [Dissertation, Sheffield Hallam University]. Sheffield Hallam University. https://doi.org/10.7190/shu-thesis-00101

Date de publication: 01/01/2018 Ajout dans AutiHub: 29/08/2026 Type: Thèse Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
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Auteur·ices de la publication identifié·es comme autistes
1 / 1 (100,0 %)
  1. Julia Leatherland *

Résumé

De nombreux élèves autistes rencontrent des difficultés associées à une inadéquation entre les caractéristiques explicites de l'autisme et l'environnement physique et psychosocial de l'enseignement secondaire, ce qui les rend particulièrement vulnérables à une série d'issues négatives en matière de santé mentale et peut créer des obstacles à leur réussite scolaire (Charman et al., 2011 ; Morewood, Humphrey et Symes, 2011). Cette situation est considérée comme aggravée par un manque de formation des enseignants et de compréhension de l'autisme en général, ainsi que de son impact spécifique sur les styles d'apprentissage et les besoins de soutien de chaque élève (Falkmer, Parsons et Granlund, 2012 ; Reed, Osborne et Waddington, 2012 ; Hebron et Humphrey, 2014). Ce projet visait à étudier (1) dans quelle mesure les descriptions existantes de l'autisme se reflétaient dans les expériences scolaires générales d'une cohorte d'élèves autistes, et (2) l'impact d'un nouveau système de communication élève-enseignant, conçu par l'auteur, sur les expériences en classe et le bien-être psychologique de ces élèves. Inscrite dans le paradigme du pragmatisme, une approche par méthodes mixtes a été adoptée pour ce projet de recherche. Vingt et un élèves autistes ont partagé leurs expériences scolaires lors d'entretiens semi-structurés, tandis que les expériences de leurs enseignants en matière d'enseignement auprès d'eux ont été recueillies au moyen d'enquêtes en ligne. Une analyse thématique, utilisant un manuel de codage spécifiquement conçu, a été employée pour examiner la capacité des descripteurs et définitions des critères diagnostiques de l'autisme, ainsi que de théories cognitives sélectionnées de l'autisme, à expliquer à la fois les expériences scolaires générales décrites par les élèves autistes et les domaines spécifiques de difficulté qu'ils ont jugés prioritaires pour un soutien supplémentaire et/ou une modification des pratiques enseignantes. L'efficacité d'un nouveau système de communication élève-enseignant fondé sur un registre (FAMe™) a été évaluée à l'aide d'entretiens menés avant et après la mise en œuvre du système et d'échelles d'autoévaluation des élèves. La conception de ce projet a positionné les élèves participants comme experts de leurs propres expériences, tandis que le système FAMe™ a permis à leurs voix d'influencer les questions qui les concernaient. Les méthodes utilisées pour faciliter l'engagement des élèves autistes et recueillir des données auprès d'eux peuvent être considérées comme un « exemple modèle » pour la conduite de recherches futures dans ce domaine. L'analyse a mis en évidence la capacité limitée des critères diagnostiques et de la théorie de l'autisme à éclairer la compréhension des expériences collectives des élèves. Un impact positif du système FAMe™ sur les expériences des élèves en classe et leur bien-être psychologique a été démontré. Les enseignants ont signalé, après FAMe™, une confiance accrue dans leur capacité à enseigner aux élèves autistes et à répondre aux besoins de soutien en classe et/ou à l'apprentissage déclarés par leurs élèves. Une amélioration des résultats éducatifs a également été signalée. Les résultats contribuent aux connaissances dans le domaine insuffisamment étudié de l'expérience vécue des élèves autistes. L'échec apparent des descripteurs et définitions actuels des critères diagnostiques de l'autisme à refléter adéquatement les expériences des élèves a conduit à l'élaboration d'une nouvelle définition biopsychosociale de l'autisme. Celle-ci a depuis été adoptée par des collègues enseignant à des étudiants sur l'autisme (Beardon, 2017b) et par des personnes engagées dans des recherches indépendantes sur l'autisme. Si l'effet positif démontré de l'utilisation du système FAMe™ sur les pratiques des enseignants liées à l'autisme et sur les résultats éducatifs des élèves est reproductible dans d'autres écoles, l'impact de sa mise en œuvre continue, pour les personnes autistes et la société dans son ensemble, pourrait être significatif.

Many autistic pupils experience difficulties associated with a mis-match between the explicit features of autism and the physical and psychosocial environment of secondary school, which leave them particularly vulnerable to a range of negative mental health outcomes, and which can create barriers to their academic success (Charman et al., 2011; Morewood, Humphrey and Symes, 2011). This situation is understood to be compounded by a lack of teacher training and understanding of autism in general, and of its specific impact on individual pupil’s learning styles and support needs (Falkmer, Parsons and Granlund, 2012; Reed, Osborne and Waddington, 2012; Hebron and Humphrey, 2014). This project sought to investigate (1) the extent to which existing descriptions of autism were reflected in the general school experiences of a cohort of autistic pupils, and (2) the impact of a new pupil-to-teacher communication system, designed by the author, on the classroom experiences and psychological well-being of these pupils. Situated within the paradigm of pragmatism, a mixed methods approach to this research project was adopted. Twenty-one autistic pupils shared their experiences of school during semi-structured interviews, whilst their teachers’ experiences of teaching them were elicited via online surveys. Thematic analysis, using a specifically designed coding manual, was used to investigate the capacity of the diagnostic criteria descriptors and definitions of autism, and selected cognitive autism theories, to explain both the general school experiences described by autistic pupils, and the specific areas of difficulty they prioritised for additional support and/or teacher practice change. The efficacy of a new register-based pupil-to-teacher communication system (FAMe™), was evaluated using pre- and post-system implementation interviews and pupil self-report scales. The design of this project positioned participating pupils as experts in their own experiences, whilst the FAMe™ System enabled their voices to influence matters that affected them. The methods used, to facilitate engagement with and collect data from autistic pupils, have the potential to be considered a ‘model example’ for carrying out future research in this field. Analysis evidenced the limited capacity of the diagnostic criteria and autism theory to inform understanding of the pupils’ collective experiences. Positive impact of the FAMe™ System on pupils’ classroom experiences and psychological well-being was demonstrated. Teachers reported improved confidence post-FAMe™ in their ability to teach autistic pupils, and to meet their pupils' self-reported classroom and/or learning support needs. Improved educational outcomes were also reported. Findings contribute knowledge to the under-researched area of autistic pupils’ lived experience. The apparent failure of current diagnostic criteria descriptors and definitions of autism to adequately reflect pupils’ experiences led to the development of a new bio-psychosocial definition of autism. This has since been adopted by colleagues teaching students of autism (Beardon, 2017b) and by those engaged in independent autism research. If the demonstrated positive effect of FAMe™ System use, on teacher’s autism-related practice and on pupil educational outcomes, is replicable in other schools, the impact of its continued implementation, for autistic individuals and wider society, could be significant.

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Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 12/09/2026 18:16.

Références citées
297
Avec un DOI
264
Sans DOI, à partir du texte brut de la bibliographie
0
17 / 297 (5,7 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
5 / 297 (1,7 %)
Références avec noms d’auteurices détectés
292 / 297 (98,3 %)
Sans nom d’auteurice détecté
5
Sans titre structuré
0
Sans identifiant stable
0
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
4
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
833
À partir du DOI ou de métadonnées externes
833
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
0
248 / 833 (29,8 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 585 / 833 (70,2 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
30 / 833 (3,6 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 30 / 248 (12,1 %). Personnes distinctes identifiées comme autistes : 17 / 658 (2,6 %).
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