Connaissez-moi, voyez-moi, écoutez-moi : une revue de portée des attitudes et des approches relatives à l’éducation aux relations et à la sexualité pour les personnes autistes et leurs familles

Titre original en anglais : Know Me, See Me, Hear Me: A Scoping Review of the Attitudes and Approaches to Relationships and Sexuality Education for Autistic Individuals and Their Families

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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Southby, M., Afsharnejad, B., Milbourn, B., Lawson, W., Bölte, S., & Girdler, S. (2026). Know Me, See Me, Hear Me: A Scoping Review of the Attitudes and Approaches to Relationships and Sexuality Education for Autistic Individuals and Their Families. Autism in Adulthood. https://doi.org/10.1177/25739581251365916

Date de publication: 02/02/2026 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Source OpenAlex

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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Michaela Southby
  2. Bahareh Afsharnejad
  3. Ben Milbourn
  1. Wenn Lawson *
  2. Sven Bölte
  3. Sonya Girdler

Résumé

Contexte : Bien que les données montrent que l’éducation aux relations et à la sexualité (RSE) a un impact positif sur le développement personnel et social, elle est dispensée de diverses manières selon les environnements et les contextes sociaux. La recherche sur l’autisme a montré que les personnes autistes vivent davantage d’expériences de vie défavorables que leurs pairs neurotypiques, avec moins de relations et des relations de moindre qualité, ainsi que des taux plus élevés de violence et d’abus. Malgré cela, les apprenants neurodivergents, y compris les personnes autistes, sont souvent complètement privés de RSE ou ne la reçoivent qu’en réponse à un risque ou à un comportement sexuel problématique. Par conséquent, les personnes ne bénéficient pas du plein potentiel de la RSE en tant que système de soutien au développement. Méthode : Cette revue de portée a exploré la littérature sur les attitudes et les approches relatives à la RSE pour les personnes autistes, en se concentrant sur les voix des personnes autistes, des parents d’enfants autistes et des professionnels paramédicaux (AHP) qui les soutiennent. Les chercheurs ont recherché, dans les principales bases de données électroniques de santé et d’éducation, des études menées dans des pays à revenu élevé de 1990 à ce jour, dans lesquelles la RSE hors milieu scolaire destinée aux personnes autistes constituait l’objet de l’étude. Les chercheurs ont établi les paramètres de la revue et les termes de recherche par une approche de coproduction entre chercheurs autistes et non autistes. Ils ont réalisé l’extraction des données, y compris leur mise en correspondance avec un cadre socioécologique, ainsi qu’une évaluation de la qualité, et ont utilisé une analyse méta-ethnographique pour déterminer les thèmes qualitatifs. Les thèmes ont été synthétisés avec les résultats quantitatifs issus des mêmes données et mis en correspondance avec un cadre socioécologique. Résultats : La revue a inclus 34 études, dont la majorité rapportait la RSE du point de vue des personnes autistes, et une minorité de trois études présentait les perspectives des AHP. Les chercheurs ont identifié quatre thèmes : Connaissez-moi, voyez-moi, écoutez-moi et collaborons. La mise en correspondance avec le cadre socioécologique a révélé un manque de compréhension de l’autisme et une RSE variable pour les personnes autistes à travers les niveaux socioécologiques. Un fort appel a été lancé en faveur d’une approche collaborative à travers les niveaux socioécologiques pour dispenser la RSE, avec une formation pour toutes les personnes responsables de sa prestation. Conclusion : Le manque de compréhension tant de l’autisme que de la RSE, de manière générale, à travers les niveaux de la société entraîne des interventions souvent sporadiques et réactives pour les personnes autistes, au détriment de l’objectif de la RSE consistant à apporter un soutien proactif au développement et à promouvoir la santé. La prestation efficace de la RSE nécessite des efforts collaboratifs et centrés sur la personne afin d’obtenir des résultats optimaux en matière de qualité de vie pour les personnes autistes et leurs parents. Les chercheurs doivent explorer davantage les obstacles sociétaux à une RSE efficace, et les parents ainsi que les AHP ont besoin d’un soutien pour remplir leur rôle dans l’apprentissage contextualisé.

Background: Even though evidence shows that Relationships and Sexuality Education (RSE) positively impacts personal and social development, different environments and social contexts see it delivered in varied ways. Autism research has shown autistic people experience more adverse life experiences than their neurotypical peers, with fewer and lower quality relationships and higher rates of violence and abuse. Despite this, neurodivergent learners, including autistic individuals, often miss out completely on RSE or are only offered it in response to risk or problematic sexual behavior. As a result, people do not experience the full potential of RSE as a developmental support system. Method: This scoping review explored the literature on attitudes and approaches to RSE for autistic individuals, focusing on the voices of autistic individuals, parents of autistic children, and allied health professionals (AHPs) supporting them. Researchers searched key health care and education electronic databases for studies undertaken by high-income countries from 1990 to the present date, where non-school RSE targeting autistic individuals was the study focus. The researchers established review parameters and search terms through a coproduction approach between autistic and non-autistic researchers. They undertook data extraction (including mapping to a socioecological framework) and a quality assessment and used a meta-ethnographic analysis to determine qualitative themes. Themes were synthesized with quantitative findings from the same data and mapped to a socioecological framework. Results: The review included 34 studies, with the majority reporting on RSE from the perspective of autistic individuals, and a minority of three studies offering the AHP perspectives. Researchers identified four themes as follows: Know Me, See Me, Hear Me, and Let’s Collaborate. Mapping to the socioecological framework revealed a lack of understanding of autism and variable RSE for autistic individuals across the socioecological levels. There was a strong call for a collaborative approach across socioecological levels to deliver RSE, with training for all those responsible for delivering it. Conclusion: Lack of understanding of both autism and RSE (generally) across societal levels results in often sporadic reactive interventions for autistic individuals at the expense of RSE’s purpose for proactive developmental support and health promotion. Effective delivery of RSE requires collaborative and person-centered efforts to achieve optimal quality-of-life outcomes for autistic individuals and their parents. Researchers need to further explore societal barriers to effective RSE, and parents and AHPs need support to fulfill their role in contextualized learning.

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 : 02/10/2026 01:40.

Références citées
121
Avec un DOI
92
Sans DOI, à partir du texte brut de la bibliographie
29
9 / 121 (7,4 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
16 / 121 (13,2 %)
Références avec noms d’auteurices détectés
105 / 121 (86,8 %)
Sans nom d’auteurice détecté
16
Sans titre structuré
16
Sans identifiant stable
29
Références avec noms bruts d’auteurices restant à vérifier
16
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
388
À partir du DOI ou de métadonnées externes
388
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
19
90 / 388 (23,2 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 298 / 388 (76,8 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
15 / 388 (3,9 %)
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 : 15 / 90 (16,7 %). Personnes distinctes identifiées comme autistes : 14 / 348 (4,0 %).
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