« Nous pensons différemment, nous apprenons différemment, mais au bout du compte, nous ne sommes pas si différents » : approches fondées sur les forces au lycée selon les perspectives d'adolescents autistes

Titre original en anglais : ‘We think differently, we learn differently, but at the end of the day we’re not that different’: Strengths-based approaches in high school from the perspectives of autistic adolescents

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., McGarry, S., Williams, P. J., & Black, M. H. (2025). ‘We think differently, we learn differently, but at the end of the day we’re not that different’: Strengths-based approaches in high school from the perspectives of autistic adolescents. Autism, 29(11), 2804-2817. https://doi.org/10.1177/13623613251348557

Publication date: 26/06/2025 Ajout dans AutiHub: 16/09/2026 Type: Article Langue de l’article: Anglais
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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. Sarah McGarry
  3. P. John Williams
  4. Melissa H. Black

Résumé

Des données émergentes soutiennent l'utilisation d'approches fondées sur les forces pour les élèves autistes, mais peu de recherches ont exploré ces approches du point de vue d'adolescents autistes dans des lycées ordinaires. Cette étude a utilisé une méthodologie phénoménologique descriptive pour examiner les perspectives de 16 adolescents autistes qui étaient soit au lycée, soit avaient récemment terminé le lycée en Australie. Des entretiens semi-structurés ont été menés et analysés à l'aide d'une méthode Colaizzi modifiée en sept étapes. Huit thèmes ont été identifiés, regroupés sous deux catégories principales : (1) les avantages de la mobilisation des forces et des intérêts, et (2) le soutien nécessaire à l'application et au développement des forces. Les adolescents ont décrit un engagement et une motivation accrus lorsque les apprentissages étaient alignés sur leurs intérêts, la valeur des liens avec des pairs partageant les mêmes centres d'intérêt, et le rôle des forces dans la définition des aspirations futures. Ils ont également mis en évidence les soutiens qu'ils jugeaient utiles, notamment des relations de confiance entre enseignants et élèves, des occasions d'autonomie grâce à des aménagements, des apprentissages guidés par les intérêts et pratiques, des expériences sociales structurées, et une planification axée sur l'avenir. Ces résultats apportent de nouveaux éclairages sur la manière dont les approches fondées sur les forces peuvent être mises en oeuvre dans les lycées. L'inclusion des voix des adolescents autistes est essentielle pour combler l'écart entre la théorie de l'éducation inclusive et la pratique en classe. Cette étude offre des orientations concrètes pour élaborer des approches fondées sur les forces qui favorisent la motivation, la confiance et la réussite à long terme des élèves autistes. Résumé grand public Cette étude a exploré les expériences et les perspectives d'adolescents autistes concernant les approches fondées sur les forces dans les lycées ordinaires. Bien que la reconnaissance et le développement des forces des élèves bénéficient d'un soutien croissant, on sait peu de choses sur la manière dont ces approches sont comprises et vécues par les élèves autistes eux-mêmes. Nous avons interrogé 16 adolescents autistes en Australie qui étaient encore au lycée ou l'avaient récemment terminé. Ils ont partagé leurs expériences lors de conversations individuelles, et leurs éclairages ont été soigneusement analysés à l'aide d'une méthode conçue pour mettre en évidence les thèmes clés dans la manière dont les personnes décrivent leurs expériences vécues. Les élèves autistes ont décrit comment l'apprentissage devenait plus engageant et plus significatif lorsqu'il était lié à leurs intérêts et à leurs forces. Ils appréciaient d'être avec des pairs partageant les mêmes centres d'intérêt et se sentaient plus motivés lorsqu'ils pouvaient voir un lien entre leurs forces et leurs objectifs futurs. Ils ont également identifié des soutiens utiles, tels que des enseignants qui les comprenaient, la possibilité de choisir la manière dont ils apprennent, des tâches pratiques ou fondées sur les intérêts, des occasions de développer des compétences sociales, et un soutien pour la planification de l'avenir. En écoutant directement les élèves autistes, cette étude montre comment les écoles peuvent mieux les soutenir afin qu'ils s'épanouissent. Les résultats proposent des idées pratiques pour rendre les lycées plus inclusifs, plus motivants et davantage axés sur l'avenir pour les élèves autistes en Australie et dans le monde entier.

Emerging evidence supports the use of strengths-based approaches for autistic students, yet limited research has explored these approaches from the perspectives of autistic adolescents in mainstream high schools. This study used a descriptive phenomenological methodology to examine the perspectives of 16 autistic adolescents who were either in high school or had recently completed high school in Australia. Semi-structured interviews were conducted and analysed using a modified seven-step Colaizzi method. Eight themes were identified, grouped under two overarching categories: (1) benefits of leveraging strengths and interests, and (2) support needed for strengths application and development. Adolescents described increased engagement and motivation when learning aligned with their interests, the value of connecting with like-minded peers, and the role of strengths in shaping future aspirations. They also highlighted supports they found helpful, including trusting teacher-student relationships, opportunities for autonomy through accommodations, interest-driven and hands-on learning, structured social experiences, and future-focused planning. These findings provide new insights into how strengths-based approaches can be implemented in high schools. Including autistic adolescents’ voices is essential to bridging the gap between inclusive education theory and classroom practice. This study offers actionable guidance for developing strengths-based approaches that foster motivation, confidence, and long-term success for autistic students. Lay abstract This study explored autistic adolescents experiences and perspectives of strengths-based approaches in mainstream high schools. While there is growing support for recognising and building on students’ strengths, little is known about how these approaches are understood and experienced by autistic students themselves. We interviewed 16 autistic adolescents in Australia who were either still in high school or had recently finished. They shared their experiences in one-on-one conversations, and their insights were carefully analysed using a method designed to highlight key themes in how people describe their lived experiences. Autistic students described how learning became more engaging and meaningful when it connected with their interests and strengths. They valued being with like-minded peers and felt more motivated when they could see a link between their strengths and future goals. They also identified helpful supports, such as having teachers who understood them, being given choices in how they learn, doing practical or interest-based tasks, opportunities to build social skills, and support with future planning. By listening directly to autistic students, this study shows how schools can better support them to thrive. The findings offer practical ideas for making high schools more inclusive, motivating, and future-focused for autistic students in Australia and around the world.

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 : 19/09/2026 01:01.

Références citées
73
Avec un DOI
66
Sans DOI, à partir du texte brut de la bibliographie
6
4 / 73 (5,5 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
1 / 73 (1,4 %)
Références avec noms d’auteurices détectés
72 / 73 (98,6 %)
Sans nom d’auteurice détecté
1
Sans titre structuré
1
Sans identifiant stable
5
Références avec noms bruts d’auteurices restant à vérifier
1
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
209
À partir du DOI ou de métadonnées externes
209
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
1
73 / 209 (34,9 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 136 / 209 (65,1 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
6 / 209 (2,9 %)
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 : 6 / 73 (8,2 %). Personnes distinctes identifiées comme autistes : 5 / 193 (2,6 %).
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