« Les parents somaliens ont l'impression d'être mis à l'écart » : expériences de mères somaliennes concernant les relations parents-enseignants pour leurs enfants autistes

Titre original en anglais : ‘Somali parents feel like they’re on the outer’: Somali mothers’ experiences of parent–teacher relationships for their autistic children

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Smith, J., Rabba, A. S., Ali, A., Datta, P., Dresens, E., Faragaab, N., Hall, G., Heyworth, M., Ige, K., Lawson, W., Lilley, R., Syeda, N., & Pellicano, E. (2023). ‘Somali parents feel like they’re on the outer’: Somali mothers’ experiences of parent–teacher relationships for their autistic children. Autism, 27(6), 1777-1789. https://doi.org/10.1177/13623613221146077

Date de publication: 21/01/2023 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
13
Auteur·ices de la publication identifié·es comme autistes
3 / 13 (23,1 %)
  1. Jodie Smith
  2. Aspasia Stacey Rabba
  3. Amal Ali
  4. Poulomee Datta
  5. Emma Dresens
  1. Nadia Faragaab
  2. Gabrielle Hall *
  3. Melanie Heyworth *
  4. Khadra Ige
  5. Wenn Lawson *
  1. Rozanna Lilley
  2. Najeeba Syeda
  3. Elizabeth Pellicano

Résumé

Des partenariats efficaces entre parents et enseignants peuvent améliorer les résultats des élèves autistes. Pourtant, nous savons peu de choses sur ce à quoi ressemblent des partenariats efficaces pour les parents d'enfants autistes issus de milieux divers. À l'aide de méthodes participatives, nous avons mené des entretiens semi-structurés avec 15 mères somaliennes d'enfants autistes fréquentant des jardins d'enfants/écoles australiens afin de comprendre leurs expériences des interactions entre parents et enseignants. Nous avons utilisé une analyse thématique réflexive pour identifier les thèmes principaux. Nous avons constaté que les mères étaient fières de leurs enfants et les acceptaient. Elles avaient des attentes élevées, particulièrement concernant l'autonomie des enfants. Les mères souhaitaient que les différences de leurs enfants soient comprises et soutenues par les autres, y compris les enseignants. Elles étaient frustrées par les faibles attentes envers les enfants, le manque de communication authentique de la part des enseignants et les connaissances, compétences et expériences limitées spécifiques à l'autisme au sein des écoles. Elles ont décrit des attitudes racistes envers leurs enfants et ont rapporté avoir elles-mêmes vécu de la stigmatisation. Elles disposaient également de peu de sources de soutien sur lesquelles s'appuyer, bien que leurs filles non autistes et leur foi constituent d'importants fondements de résilience. Malgré toutes ces difficultés, les mères accroissaient elles-mêmes la sensibilisation et les connaissances de la communauté concernant l'autisme, dans l'espoir qu'elles-mêmes et leurs enfants soient valorisés par les autres. Nos travaux ont des implications quant à la manière dont les enseignants et les écoles peuvent favoriser des relations fructueuses avec les parents somaliens d'enfants autistes. Résumé vulgarisé De bonnes relations entre les parents et les écoles peuvent améliorer la réussite scolaire des enfants autistes. De nombreuses raisons expliquent pourquoi les familles issues de contextes culturels différents ont plus de difficultés à développer de bonnes relations avec les écoles, telles que les barrières linguistiques, la discrimination et la méconnaissance des systèmes éducatifs. Nous savons peu de choses sur ce à quoi ressemblent de « bonnes relations » pour ces familles. Ici, nous avons travaillé avec une équipe de chercheurs autistes et non autistes ainsi qu'avec un groupe consultatif de parents somaliens afin de mener des entretiens avec 15 mères somaliennes d'enfants autistes d'âge préscolaire et scolaire. Nous avons interrogé les mères sur leurs expériences de l'éducation de leur enfant, de la communication avec les enseignants et sur ce à quoi ressemblerait une bonne relation avec les écoles. Nous avons également demandé comment, selon elles, la communauté somalienne comprenait l'autisme. Nous avons recherché les éléments communs dans ce que les mères disaient. Nous avons constaté que les mères étaient très fières de leurs enfants. Elles avaient des attentes élevées, particulièrement quant à ce que les enfants pouvaient faire par eux-mêmes. Les mères trouvaient frustrant que les enseignants aient de faibles attentes, que les écoles ne communiquent pas bien avec elles et que les compétences et l'expérience spécifiques à l'autisme soient peu fréquentes dans les écoles. Elles ont également rapporté des attitudes racistes envers leurs enfants. Les mères ont vécu de la stigmatisation et manquaient de ressources, mais elles obtenaient du soutien de leurs filles et de leur religion. Les mères accroissaient elles-mêmes activement la sensibilisation et les connaissances de la communauté concernant l'autisme, dans l'espoir qu'elles-mêmes et leurs enfants autistes soient valorisés et mieux soutenus. Nos travaux ont des implications quant à la manière dont les enseignants et les écoles peuvent travailler avec les parents somaliens afin de forger de meilleurs avenirs pour les enfants autistes.

Effective parent–teacher partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from diverse backgrounds. Using participatory methods, we conducted semi-structured interviews with 15 Somali mothers of autistic children attending Australian kindergartens/schools to understand experiences of parent–teacher interactions. We used reflexive thematic analysis to identify key themes. We found that mothers were proud and accepting of their children. They had high expectations, particularly around children’s independence. Mothers wished their children’s differences were understood and supported by other people, including teachers. They were frustrated by low expectations of children, a lack of genuine communication from teachers and limited autism-specific knowledge, skills and experience within schools. They described racist attitudes towards their children and reported that they themselves had experienced stigma. They also had few sources of support to rely upon, although their non-autistic daughters and their faith were important foundations for resilience. Despite all of these challenges, mothers themselves were increasing community awareness and knowledge about autism in the hope that they and their children would be valued by others. Our work has implications for how teachers and schools can foster successful relationships with Somali parents of autistic children. Lay abstract Good relationships between parents and schools can improve autistic children’s school success. There are many reasons why families from different cultural backgrounds find it harder to develop good relationships with schools, such as language barriers, discrimination and unfamiliarity with education systems. We know little about what ‘good relationships’ look like for these families. Here, we worked with a team of autistic and non-autistic researchers as well as an Advisory Group of Somali parents to conduct interviews with 15 Somali mothers of kindergarten and school-age autistic children. We asked mothers about their experiences of their child’s education, communication with teachers and what a good relationship with schools would look like. We also asked how they felt the Somali community understood autism. We looked for common things that mothers said. We found that mothers were very proud of their children. They had high expectations, particularly about what children could do by themselves. Mothers found it frustrating that teachers had low expectations, that schools were not good at communicating with them and that autism-specific skills and experience were uncommon in schools. They also reported racist attitudes towards their children. Mothers experienced stigma and lacked resources, but support was gained from their daughters and their religion. Mothers themselves were proactively increasing community awareness and knowledge about autism in the hope that they and their autistic children would be valued and better supported. Our work has implications for how teachers and schools can work together with Somali parents to forge better futures for autistic children.

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
68
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
1 / 68 (1,5 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
3 / 197 (1,5 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 3 / 47 (6,4 %). Auteurices cité·es distinct·es identifié·es comme autistes : 3 / 173 (1,7 %).
Occurrences citées rattachées à la base AutiHub
47 / 197 (23,9 %)
Auteurices cité·es distinct·es rattaché·es : 34 / 173 (19,7 %)
Occurrences rattachées, non identifiées comme autistes
44 / 47 (93,6 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 44 / 197 (22,3 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 31 / 34 (91,2 %).
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