Scolarisation des enfants ayant un trouble du spectre de l’autisme et expérience des enseignants : sentiment d’auto-efficacité, stress perçu et soutien social perçu

Abstract

ObjectiveIn France, the legislation of 11 February 2005 for “for equal rights and opportunities for the participation and the citizenship of people with disabilities”, has brought about considerable change in French schools, with a significant number of disabled children schooled in normal school environments. More and more teachers, whether in specialized schools or ordinary schools, have pupils in their classrooms with autism spectrum disorders. This entails very specific pedagogical and educational needs. Yet, most teachers are not trained in this type of disability and there are currently no studies in France focused on perceived stress and burnout experienced by teachers in this context. This article provides an overview of current knowledge on perceived personal efficacy, perceived stress and perceived social support in this context. MethodThis article summarizes the characteristics of pupils with autism spectrum disorders and the existing modes of school integration in the French national education system, medicalised educational estabishments and hospitals. It presents the results for teachers both in the general context and in the context of inclusion of pupils with disabilities, and more specifically pupils with autism spectrum disorders. ResultsDespite the fact that appropriate strategies are recommended to implement this inclusion, the representations of teachers about the autism spectrum disorders and their own abilities to confront the situation have an impact on the success of school inclusion. In addition, the inclusion of pupils with autism spectrum disorder can in itself be a stressful environment for teachers, regardless of the type of receiving facility. DiscussionThe data in the literature confirms the need to personalise the school environment and modify teaching practices, and also the need to offer the teachers training courses to promote knowledge on autism spectrum disorders and on educational methods suited to these pupils’ needs. ConclusionA critical overview accompanied by concrete suggestions is provided as a conclusion, defining measures of support and follow-up for teachers, and linking this with the medical and social sectors.