Recherche participative en milieu scolaire avec des enfants et des jeunes autistes : une revue systématique des approches, des méthodes et des résultats

Titre original en anglais : School-Based Participatory Research with Autistic Children and Young People: A Systematic Review of Approaches, Methods, and Outcomes

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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Johnson, C., Wood, C., Daley, D., & Iao, L. S. (2026). School-Based Participatory Research with Autistic Children and Young People: A Systematic Review of Approaches, Methods, and Outcomes. Autism, Article 13623613261460932. https://doi.org/10.1177/13623613261460932

Date de publication: 21/07/2026 Ajout dans AutiHub: 17/10/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Source OpenAlex

Cette publication est intégrée dans AutiHub via :

Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Chloe Johnson *
  2. Clare Wood
  3. David Daley
  4. Lai-Sang Iao

Résumé

La recherche participative offre un moyen prometteur de comprendre comment les enfants et les jeunes autistes (CYP) peuvent être soutenus et de co-créer des services ou des ressources répondant à leurs besoins. Bien qu’elle soit largement valorisée, les données sur les moyens les plus efficaces d’impliquer de manière significative les CYP autistes, ainsi que sur la question de savoir si et comment les résultats parviennent aux éducateurs, sont limitées. Cette revue systématique synthétise de manière narrative les études rapportant l’utilisation de la recherche participative en milieu scolaire avec des CYP autistes et présente les approches, les méthodes et les résultats de ces projets. Les recherches initiales dans cinq bases de données ont produit 1 515 résultats. Après suppression des doublons, 493 études ont fait l’objet d’un examen des résumés et des titres, et un examen des textes intégraux a été réalisé pour les études (n = 48) qui semblaient répondre aux critères d’inclusion. Les études répondant aux critères d’éligibilité préalablement définis (n = 22), ainsi que les études identifiées par citation rétrospective (n = 2), ont été incluses. La génération créative d’idées, les méthodes tangibles et les méthodes visuelles sont particulièrement efficaces pour impliquer cette population. Toutefois, il était difficile de déterminer les implications plus larges pour les écoles, car peu de chercheurs ont indiqué avoir partagé les résultats avec les éducateurs. Les résultats soulignent le potentiel de la recherche participative, si elle est soigneusement conçue et systématiquement partagée avec les éducateurs et les décideurs, à contribuer à des écoles plus inclusives, sensibles aux besoins et aux forces des CYP autistes. Résumé grand public La recherche participative consiste à travailler avec les communautés plutôt qu’à mener des recherches sur elles. Dans le contexte de l’autisme, cette approche implique de collaborer directement avec des enfants et des jeunes autistes afin de comprendre comment les écoles peuvent mieux les soutenir et de co-créer des services ou des ressources répondant à leurs besoins. Bien que les approches participatives soient largement valorisées, les données sur les moyens les plus efficaces d’impliquer de manière significative les enfants et les jeunes autistes dans la recherche sont limitées. Dans cette revue, nous avons examiné comment la recherche participative a été menée avec des enfants et des jeunes autistes en milieu scolaire. Nous avons recherché dans cinq bases de données électroniques des études publiées entre 2014 et 2024. Ces recherches ont permis de trouver 1 515 études. Nous avons ensuite supprimé les études identiques, ce qui en a laissé 493. Nous avons ensuite vérifié les résumés et les titres de ces 493 études afin de déterminer si nous devions les inclure dans notre revue. Nous avons ensuite lu les textes intégraux de 48 études et en avons inclus 22. En vérifiant les listes de références des études incluses, nous avons identifié deux études supplémentaires, portant le total à 24. Nous avons constaté que différentes façons d’impliquer les enfants et les jeunes autistes dans la recherche peuvent fonctionner en milieu scolaire. La génération créative d’idées, les méthodes tangibles et les méthodes visuelles étaient particulièrement efficaces pour les aider à participer. Toutefois, de nombreuses études n’ont pas indiqué si les résultats avaient été communiqués aux écoles, ce qui rend difficile l’évaluation des impacts plus larges. Dans l’ensemble, notre revue souligne le potentiel de la recherche participative, lorsqu’elle est soigneusement planifiée et communiquée de manière transparente aux parties prenantes, pour aider les écoles à devenir plus inclusives et à mieux répondre aux besoins et aux forces des élèves autistes.

Participatory research offers a promising means to understand how autistic children and young people (CYP) can be supported and to co-create services or resources that meet their needs. While widely valued, evidence on the most effective ways to meaningfully engage autistic CYP, and on whether and how findings reach educators, is limited. This systematic review narratively synthesises studies reporting the use of school-based participatory research with autistic CYP and reports the approaches, methods, and outcomes of such projects. Initial searches across five databases yielded 1,515 results. After removal of duplicates, 493 studies were screened by abstract and title, and full-text screening was conducted on studies (n = 48) that appeared to meet the inclusion criteria. Studies that met pre-identified eligibility criteria (n = 22), and studies identified through backward citation (n = 2), were included. Creative idea generation, tangible methods, and visual methods are particularly effective for engaging this demographic. However, it was difficult to determine broader implications for schools, as few researchers reported sharing findings with educators. Findings highlight the potential for participatory research, if carefully designed and consistently shared with educators and decision-makers, to contribute to more inclusive schools responsive to the needs and strengths of autistic CYP. Lay Abstract Participatory research means working with communities rather than doing research on them. In the context of autism, this approach involves collaborating directly with autistic children and young people to understand how schools can better support them and to co-create services or resources that meet their needs. While participatory approaches are widely valued, there is limited evidence on the most effective ways to meaningfully involve autistic children and young people in research. In this review, we examined how participatory research has been carried out with autistic children and young people in school settings. We searched five electronic databases for studies published between 2014 and 2024. From these searches, we found 1,515 studies. We then removed studies that were the same, which left us with 493. We then checked the abstract and titles of these 493 studies to see if we should include them in our review. We then read full texts for 48 studies and included 22. By checking the reference lists of the included studies, we identified two additional studies, bringing the total to 24. We found that different ways of involving autistic children and young people in research can work in school settings. Creative idea generation, tangible methods, and visual methods were particularly effective for helping them take part. However, many studies did not report whether findings were shared back with schools, making it difficult to assess broader impacts. Overall, our review highlights the potential for participatory research, when carefully planned and transparently shared with stakeholders, to support schools in becoming more inclusive and better meeting the needs and strengths of autistic students.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

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 : 23/10/2026 08:00.

Références citées
84
Avec un DOI
74
Sans DOI, à partir du texte brut de la bibliographie
10
9 / 84 (10,7 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
2 / 84 (2,4 %)
Références avec noms d’auteurices détectés
82 / 84 (97,6 %)
Sans nom d’auteurice détecté
2
Sans titre structuré
2
Sans identifiant stable
10
Références avec noms bruts d’auteurices restant à vérifier
2
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
273
À partir du DOI ou de métadonnées externes
273
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
2
76 / 273 (27,8 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 197 / 273 (72,2 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
14 / 273 (5,1 %)
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 / 76 (18,4 %). Personnes distinctes identifiées comme autistes : 12 / 252 (4,8 %).
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