Apprendre des enseignants autistes : leçons sur le changement à l'ère de la COVID-19

Titre original en anglais : Learning from autistic teachers: lessons about change in an era of COVID-19

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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Wood, R., Crane, L., Happé, F., & Moyse, R. (2022). Learning from autistic teachers: lessons about change in an era of COVID-19. Educational Review, 76(5), 1209-1231. https://doi.org/10.1080/00131911.2022.2103521

Publication date: 11/08/2022 Ajout dans AutiHub: 17/09/2026 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. Rebecca Wood
  2. Laura Crane
  3. Francesca Happé
  4. R. Moyse *

Résumé

La pandémie de COVID-19 a entraîné des bouleversements majeurs dans le secteur de l'enseignement scolaire, en particulier durant les périodes de « confinement » et de travail à distance. Bien que l'incidence de ces changements sur les élèves, les parents et le personnel scolaire, tant au niveau national qu'international, ait été bien documentée, les effets sur les éducateurs en situation de handicap ont été peu pris en considération. En outre, la nature contrastée des résultats de recherche existants dans le contexte de l'éducation spécialisée, révélant des aspects positifs comme négatifs des ajustements liés à la COVID-19, suggère qu'il est nécessaire de tirer des enseignements plus larges de l'incidence de ces mesures. Dans cet article, nous présentons les résultats d'entretiens approfondis semi-structurés menés auprès de 21 membres autistes du personnel scolaire exerçant diverses fonctions dans des écoles au Royaume-Uni. Au moyen d'une analyse thématique, les expériences des participants pendant le confinement ont été analysées. Il importe de souligner qu'elles ont également été comparées aux expériences des participants en dehors de la pandémie. Les cinq thèmes qui en ont résulté — les questions sensorielles et l'environnement de travail ; les obstacles et les libertés en matière de communication et de relations sociales ; les difficultés et les atouts associés à la technologie ; la gestion des frontières entre le domicile et l'école ; et les modalités du changement — ont mis en évidence certaines des difficultés importantes que le personnel scolaire autiste rencontre habituellement dans son travail, ainsi que les facteurs qui s'entrecroisent avec celles-ci. Bien que les périodes de mesures liées à la COVID-19 aient créé des difficultés supplémentaires pour les participants, elles leur ont également offert un répit face aux pressions habituelles et ont même permis à leurs forces, y compris leur capacité à gérer le changement, de se manifester davantage. Des éclairages précieux, susceptibles de bénéficier au personnel scolaire autiste, aux élèves ayant des besoins éducatifs particuliers et des handicaps, ainsi qu'à l'ensemble de la communauté scolaire au Royaume-Uni et au-delà, sont examinés.

The Covid-19 pandemic resulted in major upheavals in the school education sector, particularly during periods of “lockdown” and remote working. While the impact of these changes on pupils, parents and school staff, both nationally and internationally, has been well-documented, there has been scant consideration of the effects on disabled educators. In addition, the mixed nature of the existing research findings in the special education context – revealing positives, as well as negatives from Covid-related adjustments – suggests the need to learn broader lessons from the impact of these measures. In this article, we report on findings from in-depth, semi-structured interviews with 21 autistic school staff working in a range of roles in schools in the UK. Using thematic analysis, participants’ experiences of lockdown were analysed. Importantly, these were also compared with participants’ experiences outside of the pandemic. The resulting five themes – sensory issues and the working environment; communication and social barriers and freedoms; stresses and strengths associated with technology; navigating home/school boundaries; and modalities of change – revealed some of the significant difficulties autistic school staff typically experience in their work, as well as the factors that intersect with these. Although periods of Covid-related measures created additional stresses for participants, they also provided a respite from the usual pressures, and indeed enabled their strengths – including an ability to manage change – to be more manifest. Valuable insights, which could benefit autistic school staff, pupils with special educational needs and disabilities, and the whole school community in the UK and beyond, are discussed.

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 23:31.

Références citées
94
Avec un DOI
81
Sans DOI, à partir du texte brut de la bibliographie
11
12 / 94 (12,8 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
9 / 94 (9,6 %)
Références avec noms d’auteurices détectés
85 / 94 (90,4 %)
Sans nom d’auteurice détecté
9
Sans titre structuré
9
Sans identifiant stable
11
Références avec noms bruts d’auteurices restant à vérifier
8
Références avec problème de récupération des métadonnées externes
1
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
290
À partir du DOI ou de métadonnées externes
290
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
19
84 / 290 (29,0 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 206 / 290 (71,0 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
21 / 290 (7,2 %)
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 : 21 / 84 (25,0 %). Personnes distinctes identifiées comme autistes : 13 / 266 (4,9 %).
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