Autistic SPACE pour l'éducation inclusive

Titre original en anglais : Autistic SPACE for Inclusive Education

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McGoldrick, E., Munroe, A., Ferguson, R., Byrne, C., & Doherty, M. (2025). Autistic SPACE for Inclusive Education. Neurodiversity, 3. https://doi.org/10.1177/27546330251370655

Date de publication: 01/08/2025 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
1 / 5 (20,0 %)
  1. Elaine McGoldrick
  2. Aoife Munroe
  3. Rachel Ferguson
  4. Carina Byrne
  5. Mary Doherty *

Résumé

Résumé L'engagement politique continu en faveur de l'éducation inclusive à l'échelle internationale exige d'accorder la priorité à la mise en place concrète d'écoles inclusives. Les recherches menées auprès d'élèves autistes mettent en évidence la nature complexe et multidimensionnelle de leurs expériences scolaires, des environnements inadaptés ainsi que des connaissances et une compréhension insuffisantes des enseignants étant souvent signalés. Cet article vise à compléter les politiques et recherches existantes en fournissant une feuille de route pour la mise en œuvre pratique de l'éducation inclusive pour les élèves autistes dans les contextes scolaires. S'appuyant sur le cadre Autistic SPACE, conçu à l'origine pour les contextes de soins de santé, les auteurs étendent son applicabilité au domaine de l'éducation. Le cadre Autistic SPACE permet de prendre en compte les principaux domaines de différence autistique. Il comprend cinq domaines fondamentaux : Sensoriel, Prévisibilité, Acceptation, Communication et Empathie, soutenus par trois domaines plus larges : espace physique, espace de traitement et espace émotionnel. À partir d'une vaste base de recherche, les domaines d'Autistic SPACE sont contextualisés du point de vue de l'éducation. Dans un effort visant à combler l'écart entre la recherche et la pratique, des idées pratiques pour la mise en œuvre du cadre Autistic SPACE dans le contexte scolaire sont fournies.

Abstract The continuing policy commitment to Inclusive Education internationally requires the prioritisation of the creation of inclusive schools in practice. Research with autistic students highlights the complex and multifaceted nature of their school experiences, with inappropriate environments and inadequate teacher knowledge and understanding often reported. This article endeavours to complement existing policy and research by providing a roadmap for the practical enactment of inclusive education for autistic students in school settings. Drawing on the Autistic SPACE framework originally designed for healthcare settings, the current authors extend its applicability to the education landscape. The Autistic SPACE framework affords consideration to the core areas of autistic difference. It comprises of five core domains: Sensory, Predictability, Acceptance, Communication and Empathy, supported by three wider domains: physical space, processing space and emotional space. Using an extensive research base, the domains of Autistic SPACE are contextualised from an education perspective. In an effort to bridge the research-to-practice gap, practical ideas for implementing the Autistic SPACE framework in the school context support are provided.

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 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
128
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
26 / 128 (20,3 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
48 / 381 (12,6 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 48 / 177 (27,1 %). Auteurices cité·es distinct·es identifié·es comme autistes : 31 / 335 (9,3 %).
Occurrences citées rattachées à la base AutiHub
177 / 381 (46,5 %)
Auteurices cité·es distinct·es rattaché·es : 136 / 335 (40,6 %)
Occurrences rattachées, non identifiées comme autistes
129 / 177 (72,9 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 129 / 381 (33,9 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 105 / 136 (77,2 %).
1 entrée de bibliographie citée n’a pas pu être entièrement enrichie à partir des métadonnées DOI.
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