L’impact des centres de ressources spécialisés sur l’expérience de l’école ordinaire des élèves autistes

Titre original en anglais : The impact of specialist resource centres on autistic pupils’ experience of mainstream school

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Cook, A. & Boddy, A. (2026). The impact of specialist resource centres on autistic pupils’ experience of mainstream school. Autism, 30(4), 1088-1107. https://doi.org/10.1177/13623613261426099

Date de publication: 13/03/2026 Ajout dans AutiHub: 10/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Anna Cook
  2. Alice Boddy *

Résumé

Cette étude a examiné comment les résultats psychologiques, sociaux et éducatifs des élèves autistes différaient selon des dispositifs contrastés en milieu ordinaire. À l’aide d’un plan quasi expérimental longitudinal sur trois ans, les résultats ont été comparés entre trois types de scolarisation : la scolarisation dans un centre de ressources spécialisé, la scolarisation en milieu ordinaire dans des écoles hôtes de centres de ressources spécialisés, et la scolarisation dans des écoles ordinaires sans centre de ressources spécialisé. Des élèves autistes (N = 119, âgés de 11 à 14 ans) et des pairs non autistes appariés (N = 119) ont répondu à des questionnaires, et les écoles ont fourni des données sur les résultats scolaires, l’assiduité et les exclusions. Le type de scolarisation n’a montré aucun effet principal sur les résultats psychosociaux dans des analyses mixtes de variance, indiquant des preuves limitées d’un changement différentiel selon le seul type de scolarisation, mais des régressions hiérarchiques ont indiqué que la scolarisation dans un centre de ressources spécialisé était statistiquement associée à de meilleurs résultats scolaires et à un sentiment d’appartenance à l’école plus fort que dans les écoles ordinaires sans centre de ressources spécialisé, ainsi qu’à un soutien perçu des enseignants plus important que la scolarisation en milieu ordinaire dans des écoles hôtes de centres de ressources spécialisés. Les écarts d’assiduité des élèves des centres de ressources spécialisés étaient plus faibles que les moyennes nationales pour les élèves autistes, bien que l’assiduité soit restée inférieure aux moyennes de l’ensemble de l’école. Le soutien perçu des pairs et des enseignants était le plus fortement associé à des résultats positifs dans l’ensemble des modèles, mettant en évidence l’inclusion relationnelle comme mécanisme potentiel. Les résultats soulignent la valeur des relations positives pour favoriser l’appartenance, réduire les écarts et promouvoir le bien-être des élèves autistes. Globalement, les approches fondées sur les centres de ressources spécialisés peuvent être associées à des avantages sur les plans scolaire et de l’appartenance, tandis que l’inclusion relationnelle semble centrale pour des résultats positifs. Résumé grand public Cette étude a examiné comment le soutien apporté par les centres de ressources spécialisés peut aider les élèves autistes dans les établissements secondaires ordinaires. Les centres de ressources spécialisés sont des espaces de soutien au sein d’écoles ordinaires qui offrent une aide supplémentaire, du personnel formé qui comprend l’autisme, et un environnement calme, tout en maintenant les élèves inclus dans la communauté scolaire élargie. Bien que les politiques nationales visent à rendre les écoles plus inclusives, de nombreux élèves autistes rencontrent encore des difficultés telles que l’anxiété, des difficultés sociales et l’absence scolaire. Cette étude a suivi pendant trois ans 119 élèves autistes âgés de 11 à 14 ans dans sept écoles. Elle a comparé trois groupes : les élèves dans des centres de ressources spécialisés, les élèves autistes dans les mêmes écoles mais non scolarisés dans les centres, et les élèves autistes dans des écoles ordinaires sans centre. Des comparaisons ont également été effectuées avec des élèves non autistes des mêmes écoles. L’étude a constaté que la scolarisation dans un centre de ressources spécialisé était liée à de meilleurs progrès scolaires pour les élèves de cet échantillon et à un sentiment d’appartenance plus fort que les autres types de scolarisation. Toutefois, la scolarisation à elle seule n’a pas entraîné de différences nettes dans la plupart des domaines du bien-être, et certains résultats reposaient sur des échantillons plus petits ; ils doivent donc être interprétés avec prudence. Les élèves des centres de ressources spécialisés se sentaient également davantage soutenus par les enseignants, et ils ont signalé des niveaux de bonheur plus élevés et moins de problèmes avec les pairs que les pairs non autistes. Cependant, comme ces informations ont été recueillies à un seul moment, les résultats ne démontrent pas que le type de scolarisation a causé ces différences, bien qu’ils laissent ouverte la possibilité que le type de scolarisation ait eu un impact. Les élèves scolarisés dans des centres de ressources spécialisés semblaient avoir une meilleure assiduité que les élèves autistes au niveau national, bien que l’assiduité soit restée inférieure aux moyennes de l’ensemble de l’école. Le facteur le plus important associé à des résultats positifs était le sentiment d’être soutenu par les enseignants et les camarades de classe. Ces résultats suggèrent que les centres de ressources spécialisés peuvent offrir les plus grands avantages au sein des écoles ordinaires lorsqu’ils aident les élèves à établir des relations de soutien avec leurs pairs et leurs enseignants.

This study investigated how autistic pupils’ psychological, social and educational outcomes differed in contrasting mainstream provisions. Using a three-year longitudinal quasi-experimental design, outcomes were compared across three placements: placement in a specialist resource centre, mainstream placement in specialist resource centre host schools, and placement in mainstream schools without a specialist resource centre. Autistic pupils (N = 119, aged 11–14) and matched non-autistic peers (N = 119) completed surveys and schools provided attainment, attendance, and exclusion data. Placement type showed no main effects on psychosocial outcomes in mixed analyses of variance, indicating limited evidence for differential change by placement alone, but hierarchical regressions indicated that specialist resource centre placement was statistically associated with higher academic attainment and stronger school belonging than mainstream schools without a specialist resource centre, and greater perceived teacher support than mainstream placement in specialist resource centre host schools. Attendance disparities for specialist resource centre pupils were smaller than national averages for autistic pupils, though attendance remained below whole-school averages. Perceived peer and teacher support were most strongly associated with positive outcomes across models, highlighting relational inclusion as a potential mechanism. Findings underscore the value of positive relationships in fostering belonging, reducing disparities, and promoting well-being for autistic pupils. Overall, specialist resource centre approaches may be associated with academic and belonging advantages, while relational inclusion appears central to positive outcomes. Lay abstract This study explored how support through specialist resource centres can help autistic pupils in mainstream secondary schools. Specialist resource centres are supportive spaces within regular schools that offer extra help, trained staff who understand autism, and a calm environment, while also keeping pupils included in the wider school community. Although national policies aim to make schools more inclusive, many autistic pupils still face challenges such as anxiety, social challenges and school absence. This study followed 119 autistic pupils aged 11–14 across seven schools for three years. It compared three groups: pupils in specialist resource centres, autistic pupils in the same schools but not placed in the Centres and autistic pupils in mainstream schools without a Centre. Comparisons were also made with non-autistic pupils from the same schools. The study found that specialist resource centre placement was linked to better academic progress for pupils in this sample and a stronger sense of belonging than other placements. Even so, placement on its own did not lead to clear differences in most areas of well-being, and some results were based on smaller samples, so they should be treated carefully. Specialist resource centre pupils also felt more supported by teachers, and they reported higher levels of happiness and fewer peer problems than non-autistic peers. However, because this information was gathered at one point in time, the findings do not prove that placement caused these differences, though they leave open the possibility that placement may have had an impact. Pupils in specialist resource centre placements appeared to have better attendance than autistic pupils nationally, although attendance was still not as high as whole-school averages. The most important factor linked to positive outcomes was feeling supported by teachers and classmates. These results suggest specialist resource centres may offer the greatest benefits within mainstream schools, when they help pupils build supportive peer and teacher relationships.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

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 17:55.

Références citées
111
Avec un DOI
90
Sans DOI, à partir du texte brut de la bibliographie
21
4 / 111 (3,6 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
12 / 111 (10,8 %)
Références avec noms d’auteurices détectés
100 / 111 (90,1 %)
Sans nom d’auteurice détecté
11
Sans titre structuré
12
Sans identifiant stable
21
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
0
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
303
À partir du DOI ou de métadonnées externes
303
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
13
82 / 303 (27,1 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 221 / 303 (72,9 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
5 / 303 (1,7 %)
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 : 5 / 82 (6,1 %). Personnes distinctes identifiées comme autistes : 4 / 258 (1,6 %).
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