Module de formation en ligne visant à réduire la stigmatisation et à améliorer les connaissances sur l’autisme chez les futurs enseignants : comparaison interculturelle entre Hong Kong et le Canada

Titre original en anglais : Online training module to reduce stigma and improve knowledge about autism in pre-service teachers: Cross-cultural comparison of Hong Kong and Canada

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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Lam, G. Y. H., MacCormack, J., Williams, D., Antony, T., Kofner, B., & Gillespie-Lynch, K. (2025). Online training module to reduce stigma and improve knowledge about autism in pre-service teachers: Cross-cultural comparison of Hong Kong and Canada. Research in Autism, 126, 202651. https://doi.org/10.1016/j.reia.2025.202651

Publication date: 16/07/2025 Ajout dans AutiHub: 18/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Gary Yu Hin Lam
  2. Jeffrey MacCormack
  3. Deondre Williams
  1. Theresa Antony
  2. Bella Kofner *
  3. Kristen Gillespie-Lynch

Résumé

La stigmatisation et les attitudes à l’égard de l’inclusion des élèves autistes ont principalement été étudiées dans les pays occidentaux. On sait encore peu de choses sur les facteurs qui façonnent ces perspectives concernant les élèves autistes dans différentes cultures. À l’aide d’un échantillon interculturel de futurs enseignants de Hong Kong et de l’Alberta, au Canada, nous avons cherché à évaluer si la participation à une formation en ligne sur l’autisme est associée à une amélioration des connaissances sur l’autisme, de la stigmatisation et des attitudes à l’égard de l’inclusion. Nous explorons également les facteurs culturels associés à la stigmatisation liée à l’autisme. Au total, 55 et 57 futurs enseignants du Canada et de Hong Kong, respectivement, ont suivi un module de formation en ligne comprenant des informations fondées sur la recherche concernant l’autisme et la neurodiversité. Les participants ont complété, avant et après la formation, des mesures évaluant les connaissances sur l’autisme, la stigmatisation et les attitudes à l’égard de l’inclusion, et ont répondu à des questions ouvertes sur leurs perceptions des personnes autistes et de leurs familles. Les résultats ont montré que, dans les deux pays, la participation à la formation était associée à une augmentation des connaissances sur l’autisme, à des attitudes plus positives à l’égard de l’inclusion et à une réduction de la stigmatisation. Dans les deux pays, une stigmatisation moindre liée à l’autisme était associée à de meilleures connaissances sur l’autisme, à une plus grande confiance dans l’enseignement aux personnes autistes, à une appréciation accrue de la biodiversité et à une orientation à la dominance sociale plus faible. Bien qu’ils aient eu davantage d’expérience antérieure dans l’enseignement aux personnes autistes, les participants de Hong Kong ont signalé une stigmatisation plus élevée liée à l’autisme et ont présenté des connaissances sur l’autisme moins importantes que leurs homologues au Canada. Par rapport au Canada, les participants de Hong Kong ont présenté davantage d’idées fausses et de stéréotypes concernant l’autisme et ont décrit les membres de la communauté comme traitant les personnes autistes et leurs familles avec moins de respect. Comprendre, dans différentes cultures, les connaissances et les attitudes des éducateurs à l’égard de l’autisme peut éclairer les besoins de formation et les approches adaptées à des cultures particulières. • Nous avons étudié la stigmatisation, les attitudes et les connaissances des futurs enseignants à l’égard des élèves autistes à Hong Kong et au Canada. • La participation à une formation en ligne était liée à une amélioration interculturelle des connaissances sur l’autisme, des attitudes et de la stigmatisation. • Les futurs enseignants de Hong Kong ont signalé davantage d’idées fausses, de stéréotypes et de stigmatisation communautaire à l’égard de l’autisme. • Les facteurs culturels et les contextes locaux doivent être pris en compte dans les formations destinées aux éducateurs issus de différentes cultures.

Stigma and attitudes toward the inclusion of autistic students have primarily been investigated in Western countries. Little remains known about factors that shape these perspectives about autistic students cross-culturally. Using a cross-cultural sample of pre-service teachers from Hong Kong and Alberta, Canada, we aimed to evaluate if participation in an online autism training is associated with improved autism knowledge, stigma, and attitudes toward inclusion. We also explore cultural factors associated with autism stigma. A total of 55 and 57 pre-service teachers from Canada and Hong Kong, respectively, completed an online training module that included research-based information about autism and neurodiversity. Participants completed measures assessing autism knowledge, stigma, and attitudes toward inclusion before and after the training and answered open-ended questions about their perceptions of autistic people and their families. Results showed that, across countries, participation in training was associated with increased autism knowledge, more positive attitudes toward inclusion, and reduced stigma. In both countries, lower autism stigma was associated with higher autism knowledge, more confidence educating autistic people, heightened appreciation of biodiversity, and lower social dominance orientation. Despite having more prior experience educating autistic people, participants in Hong Kong reported higher autism stigma and exhibited lower autism knowledge than their counterparts in Canada. Compared to Canada, participants in Hong Kong exhibited more misconceptions and stereotypes about autism and described community members as treating autistic people and their families with less respect. Understanding educators’ knowledge and attitudes toward autism cross-culturally can inform training needs and approaches that work for specific cultures. • We investigated preservice teachers’ stigma, attitudes, and knowledge toward autistic students across Hong Kong and Canada. • Participation in an online training was related to improved autism knowledge, attitudes, and stigma cross-culturally. • Preservice teachers from Hong Kong reported more misconceptions, stereotypes, and community stigma towards autism. • Cultural factors and local contexts need to be considered in trainings for educators from different cultures.

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
149
Avec un DOI
107
Sans DOI, à partir du texte brut de la bibliographie
41
6 / 149 (4,0 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
22 / 149 (14,8 %)
Références avec noms d’auteurices détectés
127 / 149 (85,2 %)
Sans nom d’auteurice détecté
22
Sans titre structuré
16
Sans identifiant stable
38
Références avec noms bruts d’auteurices restant à vérifier
16
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
425
À partir du DOI ou de métadonnées externes
425
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
19
102 / 425 (24,0 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 323 / 425 (76,0 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
14 / 425 (3,3 %)
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 : 14 / 102 (13,7 %). Personnes distinctes identifiées comme autistes : 13 / 377 (3,4 %).
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