Inclusion of autistic students: promising modalities for supporting a school team

Article de revue


État de publication: publié

Nom de la revue: Disability and Rehabilitation

Intervalle de pages: 1-11


Résumé: Purpose: School staff who work with autistic students are at a high risk of exhaustion. More training and guidance are needed to enable them to respond to these students’ needs. The purpose of this study was to design and evaluate a professional development program offered by an occupational therapist to help a team of school staff facilitate the participation of autistic students and their peers. Methods: A design-based research approach guided the development and evaluation of the modalities of the program. A case study was conducted in a school with nine school staff members using individual interviews, questionnaires, and a logbook. Results: The program comprised five modalities: regular presence of the occupational therapist, a needs analysis, content focused on the features of an inclusive school, individual coaching, and team coaching. The following elements emerged as particularly helpful for the participants: frequent interactions with the occupational therapist, opportunities to collaborate, personalized support, experimentation of new practices with the occupational therapist, and concrete training content that can benefit all students. Conclusion: The modalities of the program appear promising to help a school team facilitate the participation of all students, including those who are autistic.