L'ecole sensorielle : travailler avec les enseignants, les parents et les eleves afin de creer de bonnes conditions sensorielles

Titre original en anglais : The sensory school: working with teachers, parents and pupils to create good sensory conditions

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Martin, N., Milton, D., Krupa, J., Brett, S., Bulman, K., Callow, D., Copeland, F., Cunningham, L., Ellis, W. R., Harvey, T., Moranska, M., Roach, R., & Wilmot, S. (2019). The sensory school: working with teachers, parents and pupils to create good sensory conditions. Advances in Autism, 5(2), 131-140. https://doi.org/10.1108/aia-09-2018-0034

Date de publication: 21/03/2019 Ajout dans AutiHub: 06/07/2026 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
1 / 13 (7,7 %)
  1. Nicola Martin
  2. Damian Milton *
  3. Joanna Krupa
  4. Sally Brett
  5. Kim Bulman
  1. Danielle Callow
  2. Fiona Copeland
  3. Laura Cunningham
  4. Wendy R. Ellis
  5. Tina Harvey
  1. Monika Moranska
  2. Rebecca Roach
  3. Seanne Wilmot

Résumé

Objectif Une alliance d'ecoles et de chercheurs a forme une communaute de pratique collaborative afin de comprendre et d'ameliorer l'environnement sensoriel scolaire pour les eleves du spectre autistique, et d'integrer les resultats dans la planification de l'amelioration scolaire. L'article vise a examiner cette question. Conception/methodologie/approche Des representants d'ecoles specialisees et ordinaires du sud de Londres ainsi qu'une equipe de chercheurs ont forme l'equipe du projet, comprenant un chercheur autiste. Les chercheurs et un membre du personnel designe de chacune des ecoles se sont reunis regulierement au cours de 18 mois afin de travailler selon un processus iteratif visant a ameliorer l'experience sensorielle que les eleves avaient de l'environnement scolaire. Chaque ecole a realise des audits et des observations sensoriels, et a recu la visite de membres de l'equipe de recherche. Les parents ont participe par l'intermediaire de reunions avec l'equipe de recherche et deux conferences ont ete organisees pour partager les resultats. Resultats Les resultats utiles comprenaient : le developpement et le partage de bonnes pratiques entre les ecoles ; des possibilites pour les parents d'eleves autistes de discuter de leurs preoccupations, en particulier avec une personne ayant une perspective interne ; et l'exploration de moyens creatifs de parvenir a la participation des eleves ainsi que l'idee qu'une bonne pratique en matiere d'autisme a le potentiel de beneficier a tous les eleves. Un dossier de ressources a ete produit afin que les ecoles puissent y acceder. Des plans sont en place pour revisiter l'initiative dans 12 mois afin de determiner s'il y a eu des benefices a long terme. Originalite/valeur Les projets construisant des communautes de pratique impliquant des personnes autistes en tant que membres essentiels de l'equipe sont rares, mais les retours des personnes impliquees dans le projet ont montre qu'il s'agissait d'un aspect cle de l'apprentissage partage.

Purpose An alliance of schools and researchers formed a collaborative community of practice in order to understand and improve the sensory school environment for pupils on the autistic spectrum, and incorporate the findings into school improvement planning. The paper aims to discuss this issue. Design/methodology/approach Representatives of special and mainstream schools in South London and a team of researchers formed the project team, including an autistic researcher. The researchers and a named staff member from each of the schools met regularly over the course of 18 months in order to work on an iterative process to improve the sensory experience pupils had of the school environment. Each school completed sensory audits and observations, and was visited by members of the research team. Parents were involved via meetings with the research team and two conferences were organised to share findings. Findings Useful outcomes included: developing and sharing of good practice between schools; opportunities for parents of autistic pupils to discuss their concerns, particularly with someone with insider perspective; and exploration of creative ways to achieve pupil involvement and the idea that good autism practice has the potential to benefit all pupils. A resource pack was produced for the schools to access. Plans are in place to revisit the initiative in 12 months’ time in order to ascertain whether there have been long-term benefits. Originality/value Projects building communities of practice involving autistic people as core team members are rare, yet feedback from those involved in the project showed this to be a key aspect of shared learning.

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 11:31.

Références citées
41
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
4 / 41 (9,8 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
6 / 51 (11,8 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 6 / 15 (40,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 4 / 45 (8,9 %).
Occurrences citées rattachées à la base AutiHub
15 / 51 (29,4 %)
Auteurices cité·es distinct·es rattaché·es : 9 / 45 (20,0 %)
Occurrences rattachées, non identifiées comme autistes
9 / 15 (60,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 9 / 51 (17,6 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 5 / 9 (55,6 %).
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