Un modele de pratique pour ameliorer les connaissances sur l'autisme chez les enseignants d'eleves en milieu ordinaire sur le spectre de l'autisme en Australie

Titre original en anglais : A Model of Practice for Improving Autism Knowledge in Teachers of Mainstream Students on the Autism Spectrum in Australia

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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Bruck, S., Robinson, A., & Gallagher, E. (2021). A Model of Practice for Improving Autism Knowledge in Teachers of Mainstream Students on the Autism Spectrum in Australia. Australasian Journal of Special and Inclusive Education, 45(2), 221-236. https://doi.org/10.1017/jsi.2021.7

Date de publication: 07/06/2021 Ajout dans AutiHub: 10/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Susan Bruck
  2. Ainslie Robinson
  3. Emma Gallagher *

Résumé

Resume Les enseignants des ecoles ordinaires australiennes signalent une grave penurie de ressources accessibles axees sur l'autisme, de strategies et de perfectionnement professionnel (PD). Cette etude en methodes mixtes en 2 parties a examine l'effet de l'utilisation d'un modele de pratique (MoP) en ligne pour le PD. Le MoP contient des pratiques educatives et des ressources fondees sur des donnees probantes, specifiques a l'autisme, concues pour les enseignants en milieu ordinaire d'eleves sur le spectre de l'autisme. L'objectif etait d'examiner les reponses des enseignants a l'utilisation du MoP et l'incidence du mode de prestation. Dans la partie 1, 3 conditions de prestation de PD pour l'utilisation du MoP ont ete testees (8 semaines) : soutien en face a face, soutien en ligne ou acces en ligne uniquement a des ressources detaillees. Le soutien etait fourni par des educateurs experts en autisme. Les enseignants (N = 15) ont indique que le MoP constituait un soutien accessible, complet et pratique pour la prise de decisions educatives, et que le soutien encourageait la mise en oeuvre des pratiques du MoP. La partie 2 a teste un modele hybride de PD dans 6 ecoles regionales. Un soutien limite en face a face et en ligne, ainsi que l'acces au MoP, ont ete testes. Les donnees d'entretiens ont indique qu'un modele hybride peut etre une methode efficace pour fournir un soutien immediat aux enseignants.

Abstract Australian mainstream school teachers report a severe shortage of accessible autism-focused resources, strategies, and professional development (PD). This 2-part mixed methods study investigated the effect of using a web-based model of practice (MoP) for PD. The MoP contains evidence-based, autism-specific educational practices and resources designed for mainstream teachers of students on the autism spectrum. The aim was to examine teacher responses to using the MoP and the impact of the mode of delivery. In Part 1, 3 PD delivery conditions for using the MoP were trialled (8 weeks): face-to-face support, online support, or web-based access to detailed resources only. Support was provided by expert autism educators. Teachers (N = 15) reported that the MoP was an accessible, comprehensive, and practical support for educational decision-making, and that support encouraged implementation of the MoP practices. Part 2 trialled a hybrid PD model in 6 regional schools. Limited face-to-face and online support plus access to the MoP was trialled. Interview data indicated that a hybrid model can be an effective method of providing immediate support for teachers.

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Références citées
44
Avec un DOI
37
Sans DOI, à partir du texte brut de la bibliographie
6
0 / 44 (0,0 %) références citées comprennent au moins une personne identifiée comme autiste.
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1 / 44 (2,3 %)
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43 / 44 (97,7 %)
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1
Sans titre structuré
1
Sans identifiant stable
4
Références avec noms bruts d’auteurices restant à vérifier
1
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Noms d’auteurices détectés dans la bibliographie citée
132
À partir du DOI ou de métadonnées externes
132
À partir du texte brut validé de la bibliographie
0
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0
Noms bruts restant à vérifier
5
31 / 132 (23,5 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 101 / 132 (76,5 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
0 / 132 (0,0 %)
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 : 0 / 31 (0,0 %). Personnes distinctes identifiées comme autistes : 0 / 117 (0,0 %).
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