« Laissez-les montrer ce qu'ils peuvent faire » : points de vue des parents sur les approches fondées sur les forces pour les lycéens autistes

Titre original en anglais : “Let them show what they can do”: parents’ views on strengths-based approaches for autistic high school students

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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White, J., Williams, P. J., McGarry, S., & Black, M. H. (2025). “Let them show what they can do”: parents’ views on strengths-based approaches for autistic high school students. Educational Review, 78(2), 223-238. https://doi.org/10.1080/00131911.2025.2485448

Publication date: 11/04/2025 Ajout dans AutiHub: 16/09/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Texte intégral Source OpenAlex

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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Jia White *
  2. P. John Williams
  3. Sarah McGarry
  4. Melissa H. Black

Résumé

Malgré les efforts visant à construire des expériences éducatives inclusives, de nombreux jeunes autistes rapportent encore des expériences scolaires négatives. Les approches fondées sur les forces, qui s'appuient sur les forces, les intérêts et les ressources uniques des individus et de leurs environnements, peuvent constituer une composante essentielle de la promotion d'environnements scolaires inclusifs pour ces jeunes, mais la compréhension de la manière dont ces approches sont mises en œuvre dans les écoles reste limitée. Suivant un plan phénoménologique, 23 parents de jeunes autistes fréquentant actuellement ou ayant récemment fréquenté le lycée ont été interrogés afin d'examiner les perspectives et les expériences parentales des approches fondées sur les forces dans les lycées. Six thèmes décrivaient les perspectives et les expériences des parents concernant les approches fondées sur les forces au lycée : (1) S'appuyer sur leurs forces, (2) Les laisser montrer ce qu'ils peuvent faire, (3) Les laisser prendre des risques, (4) C'est essentiel, mais est-ce possible ?, (5) Une approche à l'échelle de l'établissement est nécessaire et (6) C'est un combat constant. Les perspectives parentales suggèrent que, bien qu'ils estiment que les approches fondées sur les forces sont nécessaires pour leur enfant, les parents considéraient que des limites pratiques et systémiques entravaient leur mise en œuvre dans les écoles. Les parents souhaitaient que leurs enfants aient accès à des stratégies individualisées et différenciées ainsi qu'à des expériences d'apprentissage authentiques fondées sur leurs forces et leurs intérêts. Afin de développer ces expériences d'apprentissage, les éducateurs et les écoles doivent impliquer activement les parents et les élèves, des changements systémiques plus larges et à l'échelle de l'établissement étant probablement nécessaires pour soutenir la mise en œuvre d'approches fondées sur les forces pour les élèves autistes.

Despite efforts to build inclusive education experiences, many autistic youth still report negative school experiences. Strengths-based approaches that draw upon the unique strengths, interests, and resources of individuals and their environments may be an integral component of promoting inclusive school environments for these youth, but there is a limited understanding of how these approaches are implemented in schools. Following a phenomenological design, 23 parents of autistic youth currently or recently attending high school were interviewed to examine parental perspectives and experiences of strengths-based approaches in high schools. Six themes described parents’ perspectives and experiences of strengths-based approaches in high school: (1) Building on their strengths, (2) Let them show what they can do, (3) Let them take risks, (4) It is vital but is it possible? (5) It needs a whole-school approach and (6) It’s a constant fight. Parental perspectives suggest that while they believe strengths-based approaches are necessary for their child, they felt that practical and systemic limitations impacted their implementation in schools. Parents wanted their children to have access to individualised, differentiated strategies and authentic learning experiences that were based on their strengths and interests. To develop these learning experiences, educators and schools must actively involve both parents and students, with broader systemic and school-wide changes likely being necessary to support the implementation of strengths-based approaches for autistic students.

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 : 20/09/2026 01:01.

Références citées
53
Avec un DOI
41
Sans DOI, à partir du texte brut de la bibliographie
10
4 / 53 (7,5 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
6 / 53 (11,3 %)
Références avec noms d’auteurices détectés
47 / 53 (88,7 %)
Sans nom d’auteurice détecté
6
Sans titre structuré
6
Sans identifiant stable
9
Références avec noms bruts d’auteurices restant à vérifier
6
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
159
À partir du DOI ou de métadonnées externes
159
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
9
39 / 159 (24,5 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 120 / 159 (75,5 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
5 / 159 (3,1 %)
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 : 5 / 39 (12,8 %). Personnes distinctes identifiées comme autistes : 4 / 152 (2,6 %).
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