L’inclusion scolaire des enfants autistes en Algerie
Abstract
If we must make educational inclusion a matter of principle, it remains to be confronted with reality. In fact, inclusion raises certain questions. If schooling is a space for socialization and cultural learning, a priori children with ASD will encounter difficulties there? Will autism require adaptations of the context and pedagogy as in motor and sensory disorders? Are all children with autism eligible for school? How can the teacher maintain a minimum pedagogical coherence in the face of the diversity of children? How to measure the impact of inclusion? Can early schooling, from 36 months, help in identifying these children? It is these questions that the article aims to answer.
Downloads
References
Clarke, E. B., McCauley, J. B., Lutz, A., Gotelli, M., Sheinkopf, S. J., & Lord, C. (2024). Understanding profound autism: Implications for stigma and supports. Frontiers in Psychiatry, 15, 1287096. https://doi.org/10.3389/fpsyt.2024.1287096
Crespo, P., Jiménez, J. E., Rodríguez, C., & González, D. (2013). Response to intervention model in the autonomous community of the Canary Islands: Tier 2 of intervention. Revista de Psicología y Educación, 8, 187–203.
De León, S. C., Jiménez, J. E., Gutiérrez, N., & Hernández‑Cabrera, J. A. (2021). Assessing the efficacy of tier 2 mathematics intervention for Spanish primary school students. Early Childhood Research Quarterly, 56, 281–293.
Feifer, S. G. (2008). Integrating response to intervention (RTI) with neuropsychology: A scientific approach to reading. Psychology in the Schools, 45, 812–825.
Fox, L., Carta, J. J., Strain, P. S., Dunlap, G., & Hemmeter, M. L. (2010). Response to intervention and pyramid model. Infants & Young Children, 23(1), 3–13.
Greenwood, C. R., Bradfield, T., Kaminski, R., Linas, M., Carta, J. J., & Nylander, D. (2011). The response to intervention (RTI) approach in early childhood. Focus on Exceptional Children, 43(1), 1–22.
Grossard, C., & Grynszpan, O. (2015). Entraînement des compétences assistées par les technologies numériques dans l’autisme: Une revue. Enfance, 1, 67–85.
Gunning, C., Breathnach, Ó., Holloway, J., McTiernan, A., & Malone, B. (2019). A systematic review of peer‑mediated interventions for preschool children with autism spectrum disorder in inclusive settings. Review Journal of Autism and Developmental Disorders, 6(1), 40–62. https://doi.org/10.1007/s40489‑018‑0153‑5
Hamza, I., & Hadj Aissa, R. (2024). The role of the physical education and sports curriculum for the middle school stage in improving some indicators of the quality of social life for children with autism spectrum disorder. Journal of Science and Knowledge Horizons, 4(2), 175–203. Retrieved from https://asjp.cerist.dz/en/article/259621
Herrera, E., Baena, S., Hidalgo, V., & Trigo, E. (2022). The relationship between family quality of life, mindful attention, and social support in families of people with autism spectrum disorder. International Journal of Developmental Disabilities. Advance online publication. https://doi.org/10.1080/20473869.2022.XXXXXX
Kuo, N. (2014). Why is response to intervention (RTI) so important that we should incorporate it into teacher education programs and how can online learning help? Journal of Online Learning and Teaching, 10(4), 610–624.
Lord, C., Charman, T., Havdahl, A., Carbone, P., Anagnostou, E., Boyd, B., Carr, T., de Vries, P. J., Dissanayake, C., Divan, G., Freitag, C. M., Gotelli, M. M., Kasari, C., Knapp, M., Mundy, P., Plank, A., Scahill, L., Servili, C., Shattuck, P., … McCauley, J. B. (2022). The Lancet Commission on the future of care and clinical research in autism. The Lancet, 399(10321), 271–334.
Martinez, J. R., Waters, C. L., Conroy, M. A., & Reichow, B. (2021). Peer‑mediated interventions to address social competence needs of young children with ASD: Systematic review of single‑case research design studies. Topics in Early Childhood Special Education, 40(4), 217–228. https://doi.org/10.1177/0271121419839136
Mottron, L. (2024). Si l’autisme n’est pas une maladie, qu’est‑ce ? Mardaga.
Mottron, L., Dawson, M., Soulieres, I., Hubert, B., & Burack, J. (2006). Enhanced perceptual functioning in autism: An update, and eight principles of autistic perception. Journal of Autism and Developmental Disorders, 36(1), 27–43.
Organisation mondiale de la Santé. (2001). Classification internationale du fonctionnement, du handicap et de la santé (CIF). Genève: OMS.
Ostrolenk, A., Forgeot d’Arc, B., Jelenic, P., Samson, F., & Mottron, L. (2017). Hyperlexia: Systematic review, neurocognitive modelling, and outcome. Neuroscience & Biobehavioral Reviews, 79, 134–149.
Paul, T., Di Rezze, B., Rosenbaum, P., Cahill, P., Jiang, A., Kim, E., & Campbell, W. (2022). Perspectives of children and youth with disabilities and special needs regarding their experiences in inclusive education: A meta‑aggregative review. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.864752
Pedroli, E., Serino, S., Cipresso, P., Pallavicini, F., & Riva, G. (2015). Assessment and rehabilitation of neglect using virtual reality: A systematic review. Frontiers in Behavioral Neuroscience, 9, 226.
Raben, K., Brogan, J., Dunham, M., & Bloomdahl, S. C. (2019). Response to intervention (RTI) and changes in special education categorization. Exceptional Education International, 29, 59–71.
Rattaz, C., Munir, K., Michelon, C., Picot, M.-C., Baghdadli, A., Chabaux, C., Chatel, C., Cohen, D., Damville, E., Geoffray, M.-M., Gicquel, L., Jardri, R., Maffre, T., Novo, A., Odoyer, R., Oreve, M.-J., Périsse, D., Poinso, F., … ELENA Study Group. (2020). School inclusion in children and adolescents with autism spectrum disorders in France: Report from the ELENA French cohort study. Journal of Autism and Developmental Disorders, 50(2), 455–466. https://doi.org/10.1007/s10803‑019‑04273‑w
Robertson, S., & Pfeiffer, S. (2016). Development of a procedural guide to implement response to intervention (RTI) with high‑ability learners. Rhetoric Review, 38, 9–23.
Saeki, E., Jimerson, S. R., Earhart, J., Hart, S., Renshaw, T., Singh, R. D., & Stewart, K. (2011). Response to intervention (RTI) in the social, emotional, and behavioral domains: Current challenges and emerging possibilities. Contemporary School Psychology, 15(1), 43–52.
Saldaña, D., Carreiras, M., & Frith, U. (2009). Orthographic and phonological pathways in hyperlexic readers with autism spectrum disorders. Developmental Neuropsychology, 34(3), 240–253.
Taub, M., & Azevedo, R. (2019). How does prior knowledge influence eye fixations and sequences of cognitive and metacognitive SRL processes during learning with an intelligent tutoring system? International Journal of Artificial Intelligence in Education, 29, 1–28.
Tilly, W. D. (2006). Response to intervention: An overview: What is it? Special Edge, 19, 1–10.
Tomlinson, C., Bond, C., & Hebron, J. (2020). The school experiences of autistic girls and adolescents: A systematic review. European Journal of Special Needs Education, 35(2), 203–219. https://doi.org/10.1080/08856257.2019.1643154
Travers, H. E., & Carter, E. W. (2021). A systematic review of how peer‑mediated interventions impact students without disabilities. Remedial and Special Education, 43(1), 40–57. https://doi.org/10.1177/0741932521989414
Tsou, Y.-T., Kovács, L. V., Louloumari, A., Stockmann, L., Blijd‑Hoogewys, E. M. A., Koutamanis, A., & Rieffe, C. (2024). School‑based interventions for increasing autistic pupils’ social inclusion in mainstream schools: A systematic review. Review Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s40489‑024‑00429‑2
Tupou, J., van der Meer, L., Waddington, H., & Sigafoos, J. (2019). Preschool interventions for children with autism spectrum disorder: A review of effectiveness studies. Review Journal of Autism and Developmental Disorders, 6(4), 381–402. https://doi.org/10.1007/s40489‑019‑00170‑1
Vaughn, S., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom. Pearson Allyn & Bacon.
Whalon, K. J., Conroy, M. A., Martinez, J. R., & Werch, B. L. (2015). School‑based peer‑related social competence interventions for children with autism spectrum disorder: A meta‑analysis and descriptive review of single‑case research design studies. Journal of Autism and Developmental Disorders, 45(6), 1513–1531. https://doi.org/10.1007/s10803‑015‑2373‑1
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.