Expériences de jeunes autistes lors de la transition vers l'âge adulte à la suite du Children and Families Act 2014

Titre original en anglais : Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

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., & Remington, A. (2021). Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014. British Educational Research Journal, 48(1), 22-48. https://doi.org/10.1002/berj.3753

Date de publication: 21/07/2021 Ajout dans AutiHub: 12/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Laura Crane
  2. Jade Davies
  3. Anne Fritz
  1. Sarah O’Brien *
  2. Alison Worsley
  3. Anna Remington

Résumé

Des modifications de la législation relative aux besoins éducatifs particuliers et au handicap (SEND) en Angleterre ont été mises en oeuvre en 2014. Nous évaluons ici l'impact de ces modifications du point de vue de 80 jeunes autistes âgés de 16 à 25 ans. Au moyen d'une enquête en ligne et/ou d'entretiens, nous avons examiné les points de vue des jeunes sur trois principes clés des réformes SEND : l'aide et le soutien qui leur étaient apportés ; la question de savoir si leur avis était pris en compte dans les choix et le soutien qui leur étaient proposés ; et leur satisfaction à l'égard de leurs parcours et résultats éducatifs. Les résultats dressent un tableau contrasté. Notre échantillon de jeunes a fait état d'expériences variées concernant l'aide et le soutien qu'ils ont reçus, ainsi que la mesure dans laquelle leur avis était pris en compte concernant les choix et le soutien qui leur étaient accessibles. Les types de scolarisation auxquels ils avaient accès ont joué un rôle à cet égard : les jeunes dans les écoles ordinaires ont souligné des difficultés particulières pour accéder à un soutien approprié, tandis que de nombreux jeunes dans les écoles spécialisées ont déclaré se sentir bien soutenus. La défense des intérêts par les parents était cruciale pour tous les jeunes, de même que la présence de « champions » clés sous la forme d'enseignants qui les connaissaient réellement bien. La nécessité de développer des compétences générales de vie et d'auto-représentation était toutefois manifeste, en particulier pour préparer les jeunes à la vie après l'école. De manière encourageante, la plupart de nos participants étaient globalement satisfaits de leur situation actuelle, malgré l'identification de plusieurs domaines nécessitant des améliorations supplémentaires. Dans l'ensemble, les résultats soulignent l'importance d'écouter les jeunes autistes et d'apprendre d'eux, tout au long de leurs parcours éducatifs et particulièrement lors de leur transition vers l'âge adulte.

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self‐advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.

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Vue d’ensemble de la bibliographie citée

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Références citées
66
Avec un DOI
53
Sans DOI, à partir du texte brut de la bibliographie
13
6 / 66 (9,1 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
3 / 66 (4,5 %)
Références avec noms d’auteurices détectés
63 / 66 (95,5 %)
Sans nom d’auteurice détecté
3
Sans titre structuré
2
Sans identifiant stable
12
Références avec noms bruts d’auteurices restant à vérifier
2
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
170
À partir du DOI ou de métadonnées externes
170
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
2
67 / 170 (39,4 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 103 / 170 (60,6 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
7 / 170 (4,1 %)
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 : 7 / 67 (10,4 %). Personnes distinctes identifiées comme autistes : 6 / 138 (4,3 %).
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