Repenser l’autisme dans une classe ordinaire à travers les concepts d’inclusion et de stigmatisation

Titre original en anglais : Reframing Autism in a Mainstream Classroom via the Constructs of Inclusion and Stigma

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Xuereb, K. & Lawson, W. (2019). Reframing Autism in a Mainstream Classroom via the Constructs of Inclusion and Stigma. Journal of Intellectual Disability - Diagnosis and Treatment, 7(3), 57-67. https://doi.org/10.6000/2292-2598.2019.07.03.1

Date de publication: 06/08/2019 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Kevin Xuereb
  2. Wenn Lawson *

Résumé

Une enquête a été menée afin d’explorer l’environnement social dans une classe ordinaire accueillant à la fois des élèves non autistes et autistes. L’objectif de la recherche était de déterminer si l’engagement des élèves dans un programme particulier réduisait efficacement la stigmatisation. La recherche repose sur le concept de l’autisme comme faisant partie de la neurodiversité plutôt que comme étant uniquement un trouble. Elle postule que les résultats affectifs et sociaux de l’éducation inclusive peuvent devenir une réalité une fois la stigmatisation mise au jour et l’autisme repensé. La littérature examinée a fourni des éclairages précieux sur la meilleure manière d’étayer la justification de cette étude afin de préparer les camarades typiques à l’arrivée d’enfants autistes. Méthode : Au moyen d’une étude de cas unique, un Programme de préparation des pairs (PPP) attrayant et interactif a offert aux élèves et à l’enfant ciblé des occasions d’interagir les uns avec les autres, leur permettant d’acquérir des connaissances sur eux-mêmes, les autres, l’autisme et les moyens de réduire au minimum l’impact négatif de la stigmatisation. Résultats : Les résultats ont indiqué une augmentation considérable des attitudes empathiques, des interactions spontanées, de la sensibilisation des pairs, des imitations positives par les pairs et de la défense des intérêts par les pairs. Conclusions : Afin de repenser l’autisme dans les classes ordinaires, tout en étant conscient qu’il s’agit d’une étude de cas unique, le programme a aidé les élèves à comprendre les questions sensibles liées à la stigmatisation sociale et à encourager l’empathie dans la pratique.

An investigation was undertaken to explore the social environment in a mainstream classroom that housed both non-autistic and autistic students. The research focus was to see if engaging students in a particular programme, successfully reduced stigma. The research is founded upon the concept of autism as part of neurodiversity rather than only disorder. It posits affective and social outcomes of inclusive education can be a reality once stigma is exposed and autism, reframed. The literature reviewed yielded valuable insights into how best to support the rationale of this study to prepare typical classmates for entry of autistic children. Method: Via a single case-study, an engaging and interactive Peer Preparation Programme (PPP) provided opportunities for the pupils and the focus child to interact with each other; enabling them to acquire knowledge about themselves, each other, autism and ways to minimise the negative impact of stigma. Results: Findings indicated a considerable increase in empathetic attitudes, spontaneous interactions, peer awareness, positive peer imitations and peer advocacy. Conclusions: To reframe autism within mainstream classrooms, although conscious this is a single case-study, the program helped pupils comprehend the sensitive issues of social stigma and encourage empathy in practice.

Bibliographie citée par cette référence

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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
61
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
2 / 61 (3,3 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
2 / 88 (2,3 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 2 / 5 (40,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 1 / 83 (1,2 %).
Occurrences citées rattachées à la base AutiHub
5 / 88 (5,7 %)
Auteurices cité·es distinct·es rattaché·es : 4 / 83 (4,8 %)
Occurrences rattachées, non identifiées comme autistes
3 / 5 (60,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 3 / 88 (3,4 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 3 / 4 (75,0 %).
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