La transition vers l'âge adulte des jeunes autistes ayant des besoins d'apprentissage supplémentaires : points de vue et expériences de professionnels de l'éducation dans des écoles spécialisées

Titre original en anglais : The transition to adulthood for autistic young people with additional learning needs: the views and experiences of education professionals in special schools

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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Crane, L., Davies, J., Fritz, A., O’Brien, S., Worsley, A., Ashworth, M., & Remington, A. (2021). The transition to adulthood for autistic young people with additional learning needs: the views and experiences of education professionals in special schools. British Journal of Special Education, 48(3), 323-346. https://doi.org/10.1111/1467-8578.12372

Date de publication: 05/07/2021 Ajout dans AutiHub: 12/09/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Texte intégral Source OpenAlex

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Auteurs

Auteur·ices des publications
7
Auteur·ices de la publication identifié·es comme autistes
1 / 7 (14,3 %)
  1. Laura Crane
  2. Jade Davies
  3. Anne Fritz
  4. Sarah O’Brien *
  1. Alison Worsley
  2. Maria Ashworth
  3. Anna Remington

Résumé

Des professionnels de l'éducation (n = 41) travaillant dans des écoles spécialisées ont été interrogés sur le soutien apporté à leurs élèves autistes lors de leur transition vers l'âge adulte, après l'introduction du Children and Families Act 2014. Nos participants ont expliqué qu'ils manquaient de temps pour mettre pleinement en œuvre les connaissances acquises lors des formations, ce qui a conduit à une dépendance croissante à l'égard de l'expertise expérientielle. Bien que nos participants aient déclaré employer diverses méthodes pour recueillir la parole des élèves, ils n'étaient pas certains de leur efficacité et de leur caractère éthique. En outre, le manque d'opportunités disponibles signifiait que les participants estimaient ne pas toujours pouvoir aider les jeunes à atteindre leurs objectifs. Sur la base de ces résultats, nous recommandons un investissement accru dans la mise en œuvre de la formation du personnel, une plus grande flexibilité pour que les écoles puissent recueillir de manière significative la parole des élèves et agir en conséquence, ainsi que de meilleures opportunités professionnelles pour les jeunes autistes ayant des besoins d'apprentissage supplémentaires. Cela permettrait aux principes de la loi, qui ont été largement salués, de se rapprocher davantage de la réalité.

Education professionals (n = 41) in special schools were interviewed about supporting their autistic pupils transitioning to adulthood following the introduction of the Children and Families Act 2014. Our participants explained how they lacked the time to fully implement knowledge gained from training, leading to growing reliance on experiential expertise. While our participants reported employing a variety of methods to elicit the voices of pupils, they were uncertain how effective and ethical these were. Further, a lack of available opportunities meant that participants felt they could not always support young people in achieving their goals. Based on these findings, we recommend greater investment in the implementation of staff training, more flexibility for schools to be able to meaningfully elicit and act on pupils' voices, and better vocational opportunities for autistic young people with additional learning needs. This would enable the principles of the Act, which have been widely lauded, to become a closer reality.

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 18:20.

Références citées
46
Avec un DOI
37
Sans DOI, à partir du texte brut de la bibliographie
9
2 / 46 (4,3 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
0 / 46 (0,0 %)
Références avec noms d’auteurices détectés
46 / 46 (100,0 %)
Sans nom d’auteurice détecté
0
Sans titre structuré
0
Sans identifiant stable
8
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
157
À partir du DOI ou de métadonnées externes
157
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
0
50 / 157 (31,8 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 107 / 157 (68,2 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
2 / 157 (1,3 %)
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 / 50 (4,0 %). Personnes distinctes identifiées comme autistes : 1 / 130 (0,8 %).
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