« Cela correspond mieux à mes besoins » : expériences d'élèves autistes et de parents concernant l'apprentissage à domicile pendant la phase initiale de la pandémie de COVID-19

Titre original en anglais : “It just fits my needs better”: Autistic students and parents’ experiences of learning from home during the early phase of the COVID-19 pandemic

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Heyworth, M., Brett, S., Houting, J. d., Magiati, I., Steward, R., Urbanowicz, A., Stears, M., & Pellicano, E. (2021). “It just fits my needs better”: Autistic students and parents’ experiences of learning from home during the early phase of the COVID-19 pandemic. Autism & Developmental Language Impairments, 6, 23969415211057681-23969415211057681. https://doi.org/10.1177/23969415211057681

Date de publication: 01/01/2021 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
8
Auteur·ices de la publication identifié·es comme autistes
3 / 8 (37,5 %)
  1. Melanie Heyworth *
  2. Simon Brett
  3. Jacquiline den Houting *
  4. Iliana Magiati
  1. Robyn Steward *
  2. Anna Urbanowicz
  3. Marc Stears
  4. Elizabeth Pellicano

Résumé

Contexte et objectifs : La pandémie de COVID-19 a entraîné une perturbation sans précédent dans la vie des personnes, en particulier des familles, dont les enfants ont été retirés des écoles pendant les restrictions de confinement et ont dû apprendre à domicile. Cependant, on sait peu de choses sur l'impact perçu des restrictions de confinement sur les expériences éducatives des enfants et des jeunes autistes, un groupe dont les expériences de scolarité conventionnelle sont déjà souvent difficiles. Dans cette étude, nous avons cherché à (1) comprendre ces expériences du point de vue des jeunes autistes et de leurs parents, et (2) identifier les sources sous-jacentes des expériences positives durant cette période difficile, afin d'éclairer les manières dont les enfants autistes pourraient s'épanouir à l'école en des temps plus normaux. Méthodes : Quatre-vingt-onze participants australiens, dont 16 jeunes autistes âgés de 12 à 18 ans, 32 parents autistes et 43 parents non autistes de jeunes autistes âgés de 3 à 18 ans, ont participé à des entretiens semi-structurés portant sur leurs expériences de vie durant la phase initiale de la pandémie de COVID-19. Les entretiens ont fait l'objet d'une analyse thématique réflexive afin d'identifier des thèmes et sous-thèmes pour chaque question de recherche. Résultats : Globalement, nos participants ont initialement trouvé la transition vers l'apprentissage à domicile extrêmement difficile, les parents rapportant que le soutien reçu des écoles était loin d'être adéquat. Après cette période initiale de transition, cependant, de nombreux enfants autistes ont déclaré s'épanouir à domicile, tant sur le plan éducatif que personnel. Pour ces enfants et ces familles, nous avons identifié trois ingrédients clés essentiels à cet épanouissement : (i) l'importance de relations connectées et de confiance (« personnes ») ; (ii) la sécurité sensorielle et sociale du domicile (« lieu ») ; et (iii) la flexibilité permettant d'adapter le rythme et la structure de l'apprentissage à chaque enfant (« temps »). Conclusions : Bien que le confinement initial lié à la COVID-19 ait présenté de nombreuses difficultés pour les enfants apprenant à domicile, certains aspects de cette situation par ailleurs déstabilisante ont permis aux enfants de s'épanouir et peuvent nous apprendre des choses pour l'avenir. Implications : Ces résultats ont des implications importantes pour comprendre comment et quand les enfants autistes pourraient s'épanouir dans des contextes éducatifs institutionnels une fois que la pandémie s'atténuera, en mettant l'accent sur les relations entre enseignants et élèves, la nature de l'environnement physique d'apprentissage et le besoin d'une plus grande flexibilité dans la planification de la journée scolaire.

Background and aims: The COVID-19 pandemic has caused unprecedented disruption to people's lives, especially for families, whose children have been taken out of schools during lockdown restrictions and required to learn from home. Little is known, however, about the perceived impact of the lockdown restrictions on the educational experiences of autistic children and young people - a group whose conventional schooling experiences are already often challenging. In this study, we sought to (1) understand these experiences from the perspectives of autistic young people and their parents, and (2) identify the underlying sources of positive experiences at this challenging time, in order to inform the ways in which autistic children might flourish at school in more normal times. Methods: Ninety-one Australian participants, including 16 autistic young people aged 12-18 years, 32 autistic parents and 43 non-autistic parents of autistic young people aged 3-18 years, took part in semi-structured interviews about their experiences of life during the initial phase of the COVID-19 pandemic. The interviews were subjected to reflexive, thematic analysis to identify themes and subthemes for each research question. Results: Overall, our participants initially found the transition to learning from home extremely challenging, with parents reporting that the support received from schools was far from adequate. After that initial period of transition, however, many autistic children reported flourishing at home both educationally and personally. For these children and families, we identified three key ingredients essential to this flourishing, including: (i) the importance of connected, trusting relationships ('people'); (ii) the sensory and social safety of home ('place'); and (iii) the flexibility to pace and structure learning to suit the individual child ('time'). Conclusions: While the initial COVID-19 lockdown presented many challenges to children learning at home, there were aspects of this otherwise-unsettling situation that enabled children to thrive and from which we can learn for the future. Implications: These findings have important implications for understanding how and when autistic children might thrive in institutional educational settings once the pandemic subsides, focusing on the relationships between teachers and students, the nature of the physical learning environment and the need for greater flexibility in planning the school day.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:30.

Références citées
96
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
6 / 96 (6,2 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
11 / 290 (3,8 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 11 / 90 (12,2 %). Auteurices cité·es distinct·es identifié·es comme autistes : 8 / 259 (3,1 %).
Occurrences citées rattachées à la base AutiHub
90 / 290 (31,0 %)
Auteurices cité·es distinct·es rattaché·es : 65 / 259 (25,1 %)
Occurrences rattachées, non identifiées comme autistes
79 / 90 (87,8 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 79 / 290 (27,2 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 57 / 65 (87,7 %).
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