Explorer les expériences d'élèves autistes au moyen de méthodes de recherche créatives : réflexions sur une approche participative

Titre original en anglais : Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach

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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Lewis, K., Hamilton, L., & Vincent, J. (2023). Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach. Infant and Child Development, 33(3), Article e2467. https://doi.org/10.1002/icd.2467

Date de publication: 16/10/2023 Ajout dans AutiHub: 12/10/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Kathryn Lewis *
  2. Lorna Hamilton
  3. Jonathan Vincent

Résumé

Résumé L'utilisation de méthodes de recherche qualitative créatives en psychologie et dans d'autres disciplines a augmenté au cours des dernières décennies afin de remédier aux déséquilibres de pouvoir au sein de la recherche et de placer les voix des participants au centre. Ces considérations sont particulièrement importantes lors de la conduite de recherches auprès de groupes historiquement marginalisés, notamment les personnes neurodivergentes. Cependant, les recherches mettant au premier plan les perspectives à la première personne d'enfants neurodivergents restent limitées. Dans cet article, nous examinons l'application de méthodes de recherche qualitative créatives lors de la conduite de recherches auprès d'enfants neurodivergents présentant une diversité de profils de communication et de compétences plus larges. Les avantages et les défis de chaque méthode sont examinés, en s'appuyant sur des exemples issus de la première phase d'une étude longitudinale en cours. Des considérations supplémentaires pour travailler de manière éthique et respectueuse avec des enfants neurodivergents sont examinées. Les lecteurs sont encouragés à réfléchir à la meilleure façon d'adapter leurs protocoles de recherche lorsqu'ils travaillent avec des enfants neurodivergents, afin de réduire au minimum les hiérarchies de recherche, d'établir des relations positives et de produire des données riches et significatives.

Abstract The use of creative qualitative research methods in psychology and other disciplines has increased over recent decades to address power imbalances within research and to centre the voices of participants. These considerations are particularly salient when conducting research with historically marginalized groups, including neurodivergent people. However, research foregrounding the first‐person perspectives of neurodivergent children is still limited. In this paper, we discuss the application of creative qualitative research methods when conducting research with neurodivergent children with a range of communication and wider skill profiles. The benefits and challenges of each method are considered, drawing on examples from the first phase of an ongoing longitudinal study. Additional considerations for working ethically and respectfully with neurodivergent children are discussed. Readers are encouraged to consider how best to adapt their research protocols when working with neurodivergent children, in order to minimize research hierarchies, build positive relationships, and produce rich and meaningful data.

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 : 27/10/2026 09:28.

Références citées
91
Avec un DOI
74
Sans DOI, à partir du texte brut de la bibliographie
16
13 / 91 (14,3 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
4 / 91 (4,4 %)
Références avec noms d’auteurices détectés
87 / 91 (95,6 %)
Sans nom d’auteurice détecté
4
Sans titre structuré
4
Sans identifiant stable
12
Références avec noms bruts d’auteurices restant à vérifier
3
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
206
À partir du DOI ou de métadonnées externes
206
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
4
60 / 206 (29,1 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 146 / 206 (70,9 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
20 / 206 (9,7 %)
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 : 20 / 60 (33,3 %). Personnes distinctes identifiées comme autistes : 15 / 196 (7,7 %).
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