Stratégies d’intervention et autonomie des apprenants vivant avec le TSA dans une classe inclusive : une étude de cas

Abstract

This work is entitled “Intervention Strategies and the Autonomy of Learners with Autism Spectrum Disorder (ASD) in an Inclusive Classroom.” The central issue of this study lies in the challenges related to the autonomy of children with ASD in an inclusive educational setting. The research is guided by the following question: How do intervention strategies facilitate the autonomy of learners with ASD in an inclusive classroom? To address this question, we formulated the following hypothesis: intervention strategies promote the autonomy of learners with ASD in an inclusive classroom. The objective of this study is therefore to demonstrate how intervention strategies foster autonomy among these learners. To examine this issue, we drew upon four theoretical frameworks: Watson’s Behaviorism (Mariné, 2012), the socioconstructivism of Vygotsky and Wallon (Guellai & Esseily, 2024), Philippe Meirieu’s approach to differentiated pedagogy (Torres, 2016), and the SACCADE approach of Harrison and Lise St-Charles (Brabant, 2021). The study adopted a qualitative research design of a comprehensive and descriptive nature. The sample population consisted of five learners with ASD, selected purposively at the EPPIA of Nkoldongo. Data collection involved observation, an interview guide, and the CARS-T scale. We observed the learners both before and during the intervention. Findings revealed that prior to the intervention, the learners were largely dependent on tutors or teachers. During the intervention, however, we introduced strategies such as positive reinforcement, classroom organization into learning corners, the use of visual supports, and the SACCADE flower, which led to a marked improvement in the autonomy of learners with ASD. This progress was evident in both cognitive and physical autonomy. In addition, semi-structured interviews were conducted with two teachers from the inclusive SIL class at EPPIA Nkoldongo. The results highlighted that the teachers had not received prior training for supporting children with neurodevelopmental disorders in general, and ASD in particular. Consequently, they lacked effective strategies for managing an inclusive classroom. To confirm the ASD diagnosis, we administered the CARS-T test, which also allowed us to classify participants according to the severity of their ASD and refine our inclusion and exclusion criteria. Data were analyzed through content analysis, while complementary data were gathered from parents and trainers. The findings were categorized and interpreted in light of the theoretical approaches mentioned above. Results from observations and interviews demonstrated that behavioral and communicationnal strategies enhance the autonomy of children with ASD in an inclusive classroom. The study therefore recommends that both initial and continuous training programs be established by the relevant ministries of education, in order to equip teachers with solid strategies for equitable inclusive education. As a practical outcome of this research, we propose the ROPIF intervention strategy, which has been presented in both an intervention plan and a sample lesson preparation sheet for activities in an inclusive classroom