Consultation en téléclasse : promouvoir une approche inclusive pour soutenir, de manière adaptée au contexte, les besoins des éducateurs, des familles et des jeunes apprenants sur le spectre de l'autisme dans les zones rurales et éloignées

Titre original en anglais : Tele-classroom consultation: promoting an inclusive approach to supporting the needs of educators, families and early years learners on the autism spectrum in rural and remote areas in contextually responsive ways

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Saggers, B., Tones, M., Dunne, J., & Aberdein, R. (2019). Tele-classroom consultation: promoting an inclusive approach to supporting the needs of educators, families and early years learners on the autism spectrum in rural and remote areas in contextually responsive ways. International Journal of Inclusive Education, 25(11), 1305-1326. https://doi.org/10.1080/13603116.2019.1609103

Date de publication: 30/04/2019 Ajout dans AutiHub: 04/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Beth Saggers
  2. Megan Tones
  3. Jacqueline Dunne
  4. Rachel Aberdein *

Résumé

De nombreux élèves sur le spectre de l'autisme fréquentent des écoles ordinaires et rencontrent des difficultés à faire face aux exigences de cet environnement complexe. L'éducation dans les zones rurales et éloignées pose des défis supplémentaires en raison d'un accès limité à des ressources supplémentaires, à un soutien spécialisé et à des services. Cette étude de cas décrit une approche collaborative de résolution de problèmes fournissant aux éducateurs des zones rurales et éloignées un soutien direct et des services supplémentaires adaptés pour répondre aux besoins d'apprentissage individualisés et complexes des élèves sur le spectre de l'autisme en classe. L'approche consultative de téléclasse (TCC) a impliqué une équipe multidisciplinaire travaillant en face à face et à distance avec la communauté scolaire afin de fournir un service de soutien professionnel rentable. Les données issues d'entretiens semi-structurés avec l'enseignant, le parent et le directeur de l'école ont été analysées en utilisant l'Index for Inclusion comme cadre afin de montrer comment l'approche TCC a permis aux éducateurs de mettre en oeuvre des approches inclusives dans des contextes ruraux et éloignés. Les résultats indiquent que cette méthode présente un potentiel pour les écoles situées dans des zones rurales et éloignées afin de répondre aux besoins de tous les élèves, y compris ceux sur le spectre de l'autisme.

Many students on the autism spectrum attend mainstream schools and face challenges coping with the demands of this complex environment. Education in rural and remote locations poses additional challenges due to limited access to additional resourcing, specialised support, and services. This case study describes a problem-solving, collaborative approach providing rural and remote educators with additional direct support and services tailored to meet the individualised and complex learning needs of students on the autism spectrum in the classroom. The Tele-Classroom Consultative (TCC) approach involved a multidisciplinary team working face-to-face and remotely with the school community to deliver a cost-efficient professional support service. Data from semi-structured interviews with the teacher, parent, and school principal were analysed using the Index for Inclusion as a framework to show how the TCC approach enabled educators to implement inclusive approaches in rural and remote settings. Findings indicate that this method has potential for schools in rural and remote locations to meet the needs of all students, including those on the autism spectrum.

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Références citées
56
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
0 / 56 (0,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
0 / 120 (0,0 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 0 / 9 (0,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 0 / 104 (0,0 %).
Occurrences citées rattachées à la base AutiHub
9 / 120 (7,5 %)
Auteurices cité·es distinct·es rattaché·es : 6 / 104 (5,8 %)
Occurrences rattachées, non identifiées comme autistes
9 / 9 (100,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 9 / 120 (7,5 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 6 / 6 (100,0 %).
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