Le discours éducatif et l'élève autiste : une étude utilisant la méthodologie du tri Q

Titre original en anglais : Educational discourse and the autistic student: a study using Q-sort methodology

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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Milton, D. E. M. (2016). Educational discourse and the autistic student: a study using Q-sort methodology [Dissertation]. https://kar.kent.ac.uk/62672/1/Thesis%20full.pdf

Date de publication: 08/07/2016 Ajout dans AutiHub: 22/10/2026 Type: Thèse Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
1
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1 / 1 (100,0 %)
  1. Damian E. M. Milton *

Résumé

À quelques exceptions notables près (p. ex. Jones et al., 2012), les orientations actuelles concernant les bonnes pratiques pour l'éducation des enfants sur le spectre de l'autisme reflètent souvent une approche fondée sur un modèle médical/comportemental qui cherche à remédier à des déficits perçus (Cumine et al., 1998, Hanbury, 2005, Hewitt, 2005, Worth, 2005, Hagland et Webb, 2009). Ces conseils peuvent être opposés à ceux donnés par des auteurs autistes (Sainsbury, 2000, Lawson, 2010), qui se situent souvent dans un modèle social du handicap. Cette étude a utilisé la méthodologie du tri Q (n = 60), suivie d'entretiens qualitatifs (n = 6), afin d'étudier l'idéologie et les priorités de différentes parties prenantes, y compris des adultes autistes, des parents d'enfants autistes, des praticiens et universitaires travaillant dans le domaine, ainsi que des personnes occupant plusieurs positions, concernant l'éducation d'élèves autistes d'âge secondaire. Huit facteurs ont été extraits au moyen de l'application PoetQ pour analyse. Deux de ces facteurs étaient dominants dans l'ensemble de données. L'un représentait une pédagogie critique radicale fréquemment privilégiée par les adultes autistes, l'autre une approche apparentée à un modèle de Soutien comportemental positif (PBS), souvent préférée par les parents non autistes. Il a été constaté que les praticiens et les universitaires adoptaient une approche éclectique moins définie, entre ces deux facteurs principaux. La présentation se conclut par une réflexion sur ce « problème dispositionnel à trois voies » et propose un certain nombre de recommandations pour la recherche et la pratique futures.

With some notable exceptions (e.g. Jones et al., 2012), current guidance regarding best practice for the education of children on the autism spectrum often reflects a medical / behavioural model approach that seeks to remediate perceived deficits (Cumine et al., 1998, Hanbury, 2005, Hewitt, 2005, Worth, 2005, Hagland and Webb, 2009). Such advice can be contrasted with that given by autistic writers (Sainsbury, 2000, Lawson, 2010) often situating itself within a social model of disability. This study utilised Q-sort methodology (n = 60), followed by qualitative interviews (n = 6) to investigate the ideology and priorities of differing stakeholders, including autistic adults, parents of autistic children, practitioners and academics working in the field, and those occupying multiple positions, regarding the education of autistic pupils of secondary-school age. Eight factors were extracted through the PoetQ application for analysis. Two of these factors were dominant within the data-set. One represented a critical radical pedagogy frequently favoured by autistic adults, the other an approach akin to a Positive Behavioural Support (PBS) model often preferred by non-autistic parents. Practitioners and academics were found to hold a less-defined eclectic approach between these two main factors. The presentation concludes with a reflection regarding this ‘three-way dispositional problem’ and offers a number of recommendations for future research and practice.

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 : 28/10/2026 01:01.

Références citées
92
Avec un DOI
59
Sans DOI, à partir du texte brut de la bibliographie
0
14 / 92 (15,2 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
5 / 92 (5,4 %)
Références avec noms d’auteurices détectés
87 / 92 (94,6 %)
Sans nom d’auteurice détecté
5
Sans titre structuré
0
Sans identifiant stable
0
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
0
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Noms d’auteurices détectés dans la bibliographie citée
162
À partir du DOI ou de métadonnées externes
162
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
0
40 / 162 (24,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 122 / 162 (75,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
16 / 162 (9,9 %)
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 : 16 / 40 (40,0 %). Personnes distinctes identifiées comme autistes : 8 / 147 (5,4 %).
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