« Vous devez désapprendre votre manière de communiquer et parler selon leurs modalités » : perceptions de praticiens en école spécialisée concernant les intérêts autistiques et la prise en compte du « problème de la double empathie »

Titre original en anglais : “You have to unlearn your way of communicating and speak on their patterns”: Special school practitioner perceptions of autistic interests and addressing the ‘double empathy problem’

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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Brooker, J. & Jenks, E. (2026). “You have to unlearn your way of communicating and speak on their patterns”: Special school practitioner perceptions of autistic interests and addressing the ‘double empathy problem’. Journal of Research in Special Educational Needs, 26(3). https://doi.org/10.1111/1471-3802.70108

Publication date: 20/05/2026 Ajout dans AutiHub: 17/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Joe Brooker
  2. Emma Jenks *

Résumé

Résumé Les personnes autistes ont fréquemment des intérêts forts et captivants, une caractéristique reflétée dans les critères diagnostiques et présentée différemment dans la littérature quant à ses effets positifs ou négatifs. Dans une perspective d’affirmation de la neurodiversité, il est nécessaire de mieux comprendre, cultiver et soutenir toutes les formes d’intérêts autistiques dans l’éducation et au-delà. Dans cette perspective, il est également impératif de comprendre et de prendre en compte les différences dans la communication autistique, comme le souligne la théorie du « problème de la double empathie ». Cette étude interprétativiste a consisté en des entretiens semi-structurés avec 12 praticiens d’écoles spécialisées, totalisant 83 années d’expérience, afin d’explorer leurs perceptions des intérêts forts et des approches visant à soutenir la communication entre neurotypes. Une analyse thématique réflexive a identifié une série de bénéfices perçus (p. ex., amélioration du bien-être et du lien social), ainsi que des contraintes (p. ex., limitation de la progression dans d’autres domaines) liées aux intérêts forts. Il est à noter que les intérêts liés aux aspects sensoriels, qui sont peu explorés et parfois considérés comme des obstacles au développement, étaient associés à des bénéfices significatifs. Les résultats mettent également en évidence le rôle médiateur de la compréhension, de la réactivité et des approches des praticiens dans la façon dont se façonnent les aspects bénéfiques ou contraignants des intérêts forts et de la communication. L’étude souligne l’importance d’adopter une position d’affirmation de la neurodiversité à l’égard de la cognition et de la communication autistiques, en présentant des stratégies pratiques et des orientations pour de futures recherches.

Abstract Autistic people frequently have strong, compelling interests, a characteristic reflected in diagnostic criteria and framed differently across the literature in terms of its positive or negative impact. From a neurodiversity‐affirming perspective, there is a need to better understand, nurture and support all forms of autistic interests in education and beyond. Within this perspective, understanding and accommodating differences in autistic communication is also imperative, as highlighted by the ‘double empathy problem’ theory. This interpretivist study involved semi‐structured interviews with 12 special school practitioners, totalling 83 years of experience, to explore their perceptions of strong interests and approaches to supporting cross‐neurotype communication. Reflexive thematic analysis identified a range of perceived benefits (e.g., enhanced well‐being and social connection), alongside constraints (e.g., limiting progression in other areas) of strong interests. Notably, sensory‐related interests, which are underexplored and sometimes positioned as developmental barriers, were linked with meaningful benefits. Findings also highlight the mediating role of practitioner understanding, responsiveness and approaches in shaping the beneficial or constraining aspects of strong interests and communication. The study emphasises the importance of adopting a neurodiversity‐affirming stance towards autistic cognition and communication, outlining practical strategies and future research directions.

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
109
Avec un DOI
86
Sans DOI, à partir du texte brut de la bibliographie
23
20 / 109 (18,3 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
11 / 109 (10,1 %)
Références avec noms d’auteurices détectés
98 / 109 (89,9 %)
Sans nom d’auteurice détecté
11
Sans titre structuré
11
Sans identifiant stable
23
Références avec noms bruts d’auteurices restant à vérifier
7
Références avec problème de récupération des métadonnées externes
2
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
286
À partir du DOI ou de métadonnées externes
286
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
7
128 / 286 (44,8 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 158 / 286 (55,2 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
37 / 286 (12,9 %)
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 : 37 / 128 (28,9 %). Personnes distinctes identifiées comme autistes : 31 / 258 (12,0 %).
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