1. Objectifs

Intentions :
«The objective of this current study is to explore the experiences and perceptions of Francophone high-functioning autistic teenagers about their inclusion in mainstream secondary schools in order to provide recommendations for practice.» (p. 540)

2. Méthode

Échantillon/Matériau :
«Twenty-six (26) autistic teenagers aged between 12 and 16 years […] collaborated in the project.» (p. 540) Participants spoke french at home and were living in France or in Quebec during the time of the study.

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

«The findings of this study provide a valuable overview of the perspectives of 26 high-functioning autistic Francophone students about their experiences of school, from their academic and social difficulties and success, to their needs, their passions and their expectations for the future. The results highlight the main obstacles and enablers emphasised by the participants for a successful inclusion. In order to support this process, two key steps can be noted: (1) promoting early empowerment by enabling youth to gain an in-depth understanding of their diagnosis (strengths and needs) and (2) encouraging them to speak for themselves. In addition, a step-by-step increase in autonomy also has positive consequences for the whole family, by relieving parents (and siblings) of the need to manage the numerous burdensome administrative requirements (school, health, service support, etc.). Finally, and perhaps most importantly, it is critical to look for the direct perspectives of these teenagers who are, above all, “the most expert, most capable of telling what it is like to be them” […].» (p. 552)