ror.org/02xrw9r68
Abstracts
Résumé
Il est reconnu que la transition vers le milieu scolaire est une étape cruciale et complexe pour tous les enfants et leurs familles, et particulièrement pour les enfants ayant des besoins particuliers. La présente revue narrative vise à identifier comment la transition vers la maternelle d’enfants ayant un trouble du spectre de l’autisme (TSA) a été abordée dans la littérature scientifique en s’appuyant sur les résultats de 13 études datées de 2004 à 2019. Cette synthèse a permis de mettre en lumière les principaux indicateurs utilisés pour évaluer la qualité et la réussite de cette transition. De plus, des défis ont été identifiés, notamment en lien avec la communication/collaboration impliquant les intervenants et les parents ainsi que le processus d’individualisation de la transition.
Mots-clés :
- enfants ayant un trouble du spectre de l’autisme,
- transition,
- milieux de garde,
- préscolaire,
- scolaire,
- maternelle,
- intervention précoce
Abstract
It is recognized that the transition to school is a crucial and complex step for all children and their families, and particularly for children with special needs. The purpose of this narrative literature review is to identify how the transition to kindergarten for children with autism spectrum disorders (ASD) has been addressed in the scientific literature, based on the results of 13 studies from 2004 to 2019. This synthesis highlights the main indicators used to assess the quality and success of this transition. In addition, challenges are identified, particularly in relation to communication/collaboration involving practitioners and parents as well as the process of individualizing the transition.
Keywords:
- Children with autism spectrum disorder,
- transition,
- childcare,
- preschool,
- school,
- kindergarten,
- early intervention
Appendices
Bibliographie
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10.7202/1035309ar