Expériences autodéclarées et observées d'élèves autistes concernant les environnements multisensoriels à l'école

Titre original en anglais : Autistic Pupil's Self-Reported and Observed Experiences of Multi-Sensory Environments in Schools

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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Dyer, A. M., Powell, G., Crossman, E., Bowsher-Murray, C., & Jones, C. R. (2026). Autistic Pupil's Self-Reported and Observed Experiences of Multi-Sensory Environments in Schools. Neurodiversity, 4. https://doi.org/10.1177/27546330261448357

Date de publication: 01/05/2026 Ajout dans AutiHub: 25/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
1 / 5 (20,0 %)
  1. Ari MK Dyer *
  2. Georgina Powell
  3. Eloise Crossman
  4. Claire Bowsher-Murray
  5. Catherine RG Jones

Résumé

Les environnements multisensoriels (EMS), ou salles sensorielles, sont largement utilisés dans les écoles afin de soutenir les élèves ayant des besoins d'apprentissage supplémentaires. Bien qu'ils soient couramment fréquentés par des élèves autistes, aucune recherche n'a directement exploré leurs perspectives. En nous concentrant sur l'impact des EMS sur le bien-être, nous avons étudié les expériences autodéclarées par des élèves autistes concernant l'utilisation des EMS. Treize élèves autistes (11-15 ans) issus d'écoles ordinaires ont participé. Ils ont réalisé des entretiens semi-structurés avec un enquêteur autiste au sujet de leurs expériences, ainsi qu'une séance d'EMS autogérée de cinq minutes, qui a été enregistrée en vidéo. Une analyse thématique réflexive des entretiens, menée par un chercheur autiste et un chercheur non autiste, a révélé que les élèves autistes estimaient que l'utilisation autogérée des EMS soutenait leur bien-être mental, leurs apprentissages et leur capacité à gérer la surcharge sensorielle. Les participants appréciaient la flexibilité permettant d'adapter l'espace en fonction de leurs besoins individuels et dépendants du contexte. Bien que les équipements sensoriels aient été fréquemment utilisés, les élèves ont également décrit leur participation à un éventail plus large d'activités. L'analyse des comportements observés lors de la séance filmée a identifié trois thèmes : se déconnecter et se détendre ; recherche et défense sensorielles ; et stimming. Dans l'ensemble, les résultats suggèrent que les élèves autistes perçoivent les EMS comme bénéfiques tant pour le bien-être que pour les apprentissages. Les résultats soulignent l'importance d'approches autogérées et individualisées du soutien sensoriel, ainsi que l'intérêt de créer dans les écoles des espaces informés par les personnes autistes.

Multi-sensory environments (MSEs), or sensory rooms, are widely used in schools to support pupils with additional learning needs. While commonly accessed by autistic pupils, no research has directly explored their perspectives. Focussing on the impact of MSEs on wellbeing, we investigated autistic pupils’ self-reported experiences of MSE use. Thirteen autistic pupils (11–15 years) from mainstream schools participated. They completed semi-structured interviews with an autistic interviewer about their experiences, as well as a five-minute self-directed MSE session, which was video recorded. Reflexive thematic analysis of the interviews, conducted by one autistic and one non-autistic researcher, found that autistic pupils believed self-directed MSE use supported their mental wellbeing, learning, and ability to manage sensory overwhelm. Participants valued the flexibility to adapt the space according to their individual and context-dependent needs. While sensory equipment was frequently used, pupils also described engaging in a broader range of activities. Analysis of behaviours observed in the videoed session identified three themes: Turning Off and Relaxing; Sensory Seeking and Defence; and Stimming. Overall, findings suggest that autistic pupils experience MSEs as beneficial for both wellbeing and learning. The findings highlight the importance of self-directed, individualised approaches to sensory support and the value of creating autistic-informed spaces in schools.

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 : 02/10/2026 13:58.

Références citées
77
Avec un DOI
71
Sans DOI, à partir du texte brut de la bibliographie
6
12 / 77 (15,6 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
4 / 77 (5,2 %)
Références avec noms d’auteurices détectés
73 / 77 (94,8 %)
Sans nom d’auteurice détecté
4
Sans titre structuré
4
Sans identifiant stable
6
Références avec noms bruts d’auteurices restant à vérifier
4
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
299
À partir du DOI ou de métadonnées externes
299
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
4
125 / 299 (41,8 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 174 / 299 (58,2 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
23 / 299 (7,7 %)
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 : 23 / 125 (18,4 %). Personnes distinctes identifiées comme autistes : 23 / 276 (8,3 %).
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