Expériences des élèves autistes dans les écoles primaires et secondaires : Une revue exploratoire et une consultation avec des élèves autistes en Irlande

Ajouté le 04/09/2024

Type de contenu

Article de revue du type Recherche scientifique ( ; anglais)

Aoife Lynam, Mary Rose Sweeney, Lisa Keenan, Sinéad McNally , Autistic pupils’ experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland publié dans la revue "Autism and developmental language impairments", n°9, 14 pages , doi:10.1177/23969415241258705

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Contexte et objectifs : Les élèves autistes ont le droit d'être entendus sur les questions concernant leur éducation et d'être des acteurs actifs dans la construction de leurs expériences scolaires. Malgré cela, les politiques éducatives et la recherche ont rarement inclus la voix des enfants autistes, ne parvenant pas à identifier ce qu'ils considèrent comme bénéfique et significatif dans leur propre éducation. Cette étude visait à (i) résumer la littérature existante explorant les expériences des élèves autistes à l'école de leur propre point de vue et (ii) identifier les lacunes pour de futures recherches par le biais d'une consultation avec des élèves autistes.
Méthodes : Une revue exploratoire a été menée pour identifier les études explorant les récits à la première personne des expériences scolaires des élèves autistes (primaire et secondaire ; âgés de 4 à 18 ans) publiées entre 2005 et 2023. Une analyse thématique a été effectuée pour identifier les grandes catégories thématiques à travers les études incluses. Les résultats de la revue ont été discutés lors d'une consultation avec un Groupe Consultatif d'Enfants et de Jeunes (CYAG) composé d'élèves autistes en Irlande (N = 3), afin de recueillir des retours et d'orienter un futur programme de recherche.
Contribution principale : Trente-six études ont été incluses dans la revue et six thèmes ont été identifiés : les expériences de se sentir incompris, d'intimidation et de camouflage, de se sentir exclu, d'anxiété, de besoins sensoriels à l'école et de se sentir submergé lors des transitions. La consultation avec le CYAG a mis en évidence que ces six thèmes correspondaient aux expériences des élèves autistes, mais que les témoignages d'expériences positives étaient absents dans la littérature.
Conclusions : Cette étude a identifié plusieurs lacunes dans la littérature sur les expériences scolaires des élèves autistes, sur la base de la revue exploratoire et de la consultation avec le CYAG. Bien que le CYAG ait validé les thèmes identifiés dans la littérature existante, il est nécessaire d'accroître la diversité des échantillons inclus et de se concentrer davantage sur les aspects potentiellement positifs de l'expérience scolaire. Implications. Ces résultats ont d'importantes implications pour la recherche. En particulier, de nouvelles études sont nécessaires avec des élèves autistes au niveau primaire, y compris ceux qui parlent peu ou pas du tout, ainsi que pour garantir que les élèves ayant des expériences scolaires positives soient également représentés. Les résultats soulignent également la nécessité de poursuivre la collaboration avec les élèves autistes eux-mêmes sur les questions concernant leur éducation.

Background and aims: Autistic pupils have the right to be heard in matters concerning their education and to be active agents in shaping their school experiences. Despite this, educational policies and research have rarely included the voices of autistic children, failing to identify what they consider to be beneficial and meaningful in their own education. This study aimed to (i) summarise existing literature exploring autistic pupils' experiences at school from their own perspectives and (ii) identify gaps for future research through a consultation with autistic pupils.
Methods: A scoping review was conducted to identify studies exploring first-person accounts of autistic pupils' school experiences (primary and secondary; aged 4-18 years) published between 2005 and 2023. Thematic analysis was conducted to identify overarching thematic categories across the included studies. Review findings were discussed through a consultation with a Child and Youth Advisory Group (CYAG) comprised of autistic pupils in Ireland (N = 3), to seek feedback and inform a future research agenda.
Main contribution: Thirty-six studies were included in the review and six themes were identified: Experiences of feeling misunderstood, of bullying and masking, of feeling excluded, of anxiety, of sensory needs in school, and of being overwhelmed during transitions. Consultation with the CYAG highlighted that these six themes were consistent with autistic pupils' experiences but that reports of positive experiences were missing in the literature.
Conclusions: This study identified several gaps in the literature on the school experiences of autistic pupils, based on both the scoping review and consultation with the CYAG. While the CYAG validated the themes identified in existing literature, there is a need for greater diversity in the samples included and increased focus on the potential positive aspects of the school experience. Implications. These findings have important research implications. In particular, further studies are needed with autistic pupils at primary school level, including those who are minimally or non-speaking, as well as ensuring pupils with positive school experiences are also represented. Findings also highlight the need for continued collaboration with autistic pupils themselves in matters concerning their education.

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