Renforcer les capacités des enseignants en matière de pratiques inclusives auprès d'élèves autistes : une étude à méthodes mixtes de l'auto-efficacité, de la formation, des attitudes et du contexte scolaire

Titre original en anglais : Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context

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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Cook, A. & Boddy, A. (2026). Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context. Autism, 13623613261478886-13623613261478886. https://doi.org/10.1177/13623613261478886

Date de publication: 03/09/2026 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

Les élèves autistes des établissements secondaires ordinaires connaissent souvent des besoins non satisfaits, pourtant peu de recherches ont examiné l'influence combinée de multiples prédicteurs théoriquement pertinents de l'auto-efficacité des enseignants et de leurs intentions de mettre en oeuvre des pratiques inclusives pour les élèves autistes. Cette étude à méthodes mixtes a interrogé 126 membres du personnel de six établissements secondaires, en évaluant la formation spécifique à l'autisme, le caractère inclusif perçu de l'environnement scolaire, l'expérience auprès d'élèves autistes, les attitudes favorables à la neurodiversité, le lien personnel avec l'autisme et le rôle du personnel. L'auto-efficacité des enseignants et leurs intentions en matière de pratiques inclusives ont été mesurées à l'aide d'échelles adaptées, et une régression multiple hiérarchique a identifié des prédicteurs significatifs. La formation spécifique à l'autisme, la qualité perçue de l'environnement inclusif, les années d'expérience auprès d'élèves autistes, le rôle d'enseignant en classe et les attitudes favorables à la neurodiversité prédisaient une auto-efficacité plus élevée. Ensemble, ces facteurs expliquaient 42,1 % de la variance. Les intentions en matière de pratiques inclusives étaient prédites par les attitudes favorables à la neurodiversité et la formation, expliquant 27,5 % de la variance. L'analyse thématique des réponses en texte libre a révélé des ajustements pratiques, notamment une communication claire, des adaptations sensorielles et des soutiens à la régulation émotionnelle, ainsi que des difficultés telles que des contraintes de ressources, des dynamiques de classe complexes et un soutien institutionnel incohérent. Les résultats soulignent l'intérêt d'une formation ciblée spécifique à l'autisme et de la promotion d'attitudes favorables à la neurodiversité, soutenues par des environnements scolaires inclusifs, afin de renforcer les capacités des enseignants et de maintenir les pratiques inclusives. Résumé grand public De nombreux élèves autistes des établissements secondaires ordinaires ne voient pas leurs besoins pleinement satisfaits. Cela peut affecter leur apprentissage, leur bien-être et leurs possibilités de participer à la vie scolaire. Les enseignants jouent un rôle essentiel pour rendre les écoles plus inclusives, mais leur capacité et leur motivation à le faire peuvent être influencées par de nombreux facteurs différents. La plupart des recherches ont examiné ces facteurs séparément. Cette étude est l'une des premières à examiner ensemble plusieurs influences importantes, afin de déterminer lesquelles sont le plus fortement liées au fait que les enseignants se sentent confiants, c'est-à-dire à leur auto-efficacité, et aient l'intention d'utiliser des pratiques inclusives pour les élèves autistes. Nous avons travaillé avec 126 membres du personnel de six établissements secondaires, notamment des enseignants, des responsables, des assistants d'enseignement et d'autres personnels de soutien. Nous avons examiné l'incidence de la formation spécifique à l'autisme, de l'environnement scolaire, de l'expérience auprès d'élèves autistes, des attitudes envers la neurodiversité, du lien personnel avec l'autisme et du rôle du personnel. Les participants ont également été invités à décrire des exemples de stratégies qu'ils utilisent pour soutenir les élèves autistes, ainsi que les difficultés auxquelles ils sont confrontés. Nous avons constaté que le niveau de confiance était le plus élevé chez les membres du personnel ayant reçu une formation spécifique à l'autisme, travaillant dans un environnement scolaire plus inclusif, ayant davantage d'années d'expérience auprès d'élèves autistes, étant enseignants en classe plutôt que dans des fonctions de direction, et ayant des attitudes plus positives et favorables à la neurodiversité. Ensemble, ces facteurs expliquaient plus de deux cinquièmes, soit environ 42 %, des différences dans le niveau de confiance ressenti par le personnel. Les intentions d'utiliser des pratiques inclusives étaient les plus fortes chez les membres du personnel ayant des attitudes favorables à la neurodiversité et une formation spécifique à l'autisme, et ces deux facteurs expliquaient ensemble un peu plus d'un quart, soit environ 28 %, des différences dans la force de ces intentions. Le personnel a décrit un large éventail de stratégies utiles, telles que donner des consignes claires, adapter les environnements sensoriels et soutenir la régulation émotionnelle. Cependant, il a également signalé des difficultés telles qu'un temps limité, des ressources limitées et un soutien incohérent de la part des systèmes scolaires. Les résultats montrent qu'une formation ciblée spécifique à l'autisme, des attitudes positives envers la neurodiversité et des environnements scolaires inclusifs peuvent agir conjointement pour renforcer la confiance des enseignants et leur engagement en faveur de l'inclusion. La suppression des obstacles systémiques contribuera à garantir que le personnel puisse mettre ces compétences et ces valeurs en pratique au bénéfice des élèves autistes.

Autistic pupils in mainstream secondary schools often experience unmet needs, yet limited research has examined the combined influence of multiple theoretically relevant predictors of teachers’ self-efficacy and intentions to implement inclusive practice for autistic pupils. This mixed-methods study surveyed 126 staff from six secondary schools, assessing autism-specific training, perceived inclusiveness of the school environment, experience with autistic pupils, neurodiversity-affirming attitudes, personal connection to autism, and staff role. Teacher self-efficacy and intentions for inclusive practice were measured using adapted scales, and hierarchical multiple regression identified significant predictors. Autism-specific training, perceived quality of the inclusive environment, years of experience with autistic pupils, classroom teacher role, and neurodiversity-affirming attitudes predicted higher self-efficacy. Together, these explained 42.1% of the variance. Intentions for inclusive practice were predicted by neurodiversity-affirming attitudes and training, explaining 27.5% of the variance. Thematic analysis of open-text responses revealed practical adjustments including clear communication, sensory adaptations, and emotional regulation supports, alongside challenges such as resource constraints, complex classroom dynamics, and inconsistent institutional support. Findings highlight the value of targeted autism-specific training and fostering neurodiversity-affirming attitudes, supported by inclusive school environments, to strengthen teacher capacity and sustain inclusive practice. Lay Abstract Many autistic pupils in mainstream secondary schools do not have their needs fully met. This can affect their learning, well-being, and opportunities to take part in school life. Teachers play a vital role in making schools more inclusive, but their ability and motivation to do so can be influenced by many different factors. Most research has looked at these factors separately. This study is one of the first to examine several important influences together, to see which are most strongly linked to teachers feeling confident (self-efficacy) and intending to use inclusive practices for autistic pupils. We worked with 126 staff from six secondary schools, including teachers, leaders, teaching assistants, and other support staff. We looked at the impact of autism-specific training, school environment, experience with autistic pupils, attitudes towards neurodiversity, personal connection to autism, and staff role. Participants were also asked to describe examples of strategies they use to support autistic pupils, and the challenges they face. We found that confidence was highest among staff who had autism-specific training, worked in a more inclusive school environment, had more years of experience with autistic pupils, were classroom teachers (rather than in leadership roles), and had more positive, neurodiversity-affirming attitudes. Together, these factors explained more than two fifths (about 42%) of the differences in how confident staff felt. Intentions to use inclusive practices were strongest among staff with neurodiversity-affirming attitudes and autism-specific training, and these two factors together explained just more than a quarter (about 28%) of the differences in how strong those intentions were. Staff described a wide range of helpful strategies, such as giving clear instructions, adapting sensory environments, and supporting emotional regulation. However, they also reported challenges such as limited time, resources, and inconsistent support from school systems. The findings show that targeted autism-specific training, positive attitudes towards neurodiversity, and inclusive school environments can work together to strengthen teacher confidence and commitment to inclusion. Removing systemic barriers will help ensure that staff can put these skills and values into practice to benefit autistic pupils.

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Références citées
92
Avec un DOI
80
Sans DOI, à partir du texte brut de la bibliographie
12
2 / 92 (2,2 %) références citées comprennent au moins une personne identifiée comme autiste.
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6 / 92 (6,5 %)
Références avec noms d’auteurices détectés
86 / 92 (93,5 %)
Sans nom d’auteurice détecté
6
Sans titre structuré
6
Sans identifiant stable
12
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
0
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Noms d’auteurices détectés dans la bibliographie citée
229
À partir du DOI ou de métadonnées externes
229
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
7
20 / 229 (8,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 209 / 229 (91,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
2 / 229 (0,9 %)
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 : 2 / 20 (10,0 %). Personnes distinctes identifiées comme autistes : 2 / 198 (1,0 %).
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