Créer des écoles inclusives pour les élèves autistes : une revue de portée sur les éléments contribuant aux approches fondées sur les forces

Titre original en anglais : Creating Inclusive Schools for Autistic Students: A Scoping Review on Elements Contributing to Strengths-Based Approaches

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., Falkmer, M., Scott, M., Williams, P. J., & Black, M. H. (2023). Creating Inclusive Schools for Autistic Students: A Scoping Review on Elements Contributing to Strengths-Based Approaches. Education Sciences, 13(7), 709. https://doi.org/10.3390/educsci13070709

Publication date: 12/07/2023 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
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Jia White *
  2. Sarah McGarry
  3. Marita Falkmer
  1. Melissa Scott
  2. P. John Williams
  3. Melissa H. Black

Résumé

Les approches fondées sur les forces, qui tirent parti des forces et des intérêts des élèves autistes, sont de plus en plus reconnues comme importantes pour répondre à leurs besoins liés à l'école. Une revue de portée explorant les éléments contribuant aux approches fondées sur les forces pour les élèves autistes dans les écoles a été menée. Dix-huit articles ont été identifiés, les résultats étant conceptualisés selon le modèle bioécologique du développement. Un élément personnel (forces et intérêts), six éléments du microsystème (instructions spécialisées, intégration au programme d'études, différenciation du programme d'études, intérêts communs avec les pairs, rôles réciproques et implication des adultes), trois éléments du mésosystème (mise en correspondance des ressources et des activités, expériences d'apprentissage en situation réelle et bénéfices pour tous les élèves) et trois éléments de l'exosystème (rentabilité et gain de temps, collaboration avec les collègues et les parents, et attitude et connaissances des enseignants) ont été identifiés. Les résultats soulignent l'interdépendance des éléments contribuant aux approches fondées sur les forces pour les élèves autistes, qui peuvent être utilisés pour aider à développer des environnements scolaires plus inclusifs.

Strengths-based approaches leveraging the strengths and interests of autistic students are increasingly recognised as important to meeting their school-related needs. A scoping review exploring elements contributing to strengths-based approaches for autistic students in schools was undertaken. Eighteen articles were identified, with results conceptualised according to the Bioecological Model of Development. One personal (strengths and interests), six microsystem (specialised instructions, curriculum integration, curriculum differentiation, common interests with peers, reciprocal roles and adult involvement), three mesosystem (matching resources and activities, real-life learning experiences and benefiting all students), and three exosystem (cost-effective and timesaving, collaboration with colleagues and parents and teachers’ attitude and knowledge) elements were identified. Findings highlight the interrelatedness of the elements contributing to strengths-based approaches for autistic students, which can be used to aid in the development of more inclusive school environments.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

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
69
Avec un DOI
57
Sans DOI, à partir du texte brut de la bibliographie
11
1 / 69 (1,4 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
9 / 69 (13,0 %)
Références avec noms d’auteurices détectés
60 / 69 (87,0 %)
Sans nom d’auteurice détecté
9
Sans titre structuré
9
Sans identifiant stable
10
Références avec noms bruts d’auteurices restant à vérifier
9
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
231
À partir du DOI ou de métadonnées externes
231
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
33
44 / 231 (19,0 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 187 / 231 (81,0 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
1 / 231 (0,4 %)
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 : 1 / 44 (2,3 %). Personnes distinctes identifiées comme autistes : 1 / 203 (0,5 %).
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