Représentation sociale de l’autisme

Dachez, Julie; Ndobo, André; Navarro, Óscar

doi:10.3917/cips.112.0477

Cited by 6 publications

(4 citation statements)

References 36 publications

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“…Some are associated with intellectual difficulties and challenging behaviors, while some others are not. Nevertheless, independent of this diversity, the overall negative lay representation of autism seems to dominate (Dachez et al, 2016). This homogenization that lies at the core of stereotypical perceptions, especially toward ASD, can reinforce the less positive attitudes observed, while, on the contrary, introducing variability can have the opposite effects (Brauer and Er-rafiy, 2011;Jury et al, 2021).…”

Section: Discussionmentioning

confidence: 96%

“…As a consequence, the attitudes of participants could have been colored by their stereotypical beliefs regarding these specific disabilities. It has notably been shown that individuals with CD are perceived as particularly kind (Sadler et al, 2012) while individuals with ASD suffer from a generally negative social representation, since they can be perceived as having a "disease" that makes them "inaccessible" (Dachez et al, 2016; see also Rohmer and Louvet, 2011).…”

Section: Discussionmentioning

confidence: 99%

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Attitudes Toward Inclusive Education: An Exploration of the Interaction Between Teachers’ Status and Students’ Type of Disability Within the French Context

et al. 2021

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The positive attitudes of teachers toward inclusive education appear to be necessary to successfully implement this policy. The present research, conducted within the French context, seeks to replicate the previous findings regarding students’ type of disability or teachers’ status and extend them by specifically examining the interaction between these two variables. We notably hypothesized that (1) teachers’ attitudes toward inclusive education will be the least positive for students with autism spectrum disorder (ASD), in comparison with students with cognitive disorder (CD) and students with motor impairment (MI); (2) special education teachers will have more positive attitudes than general teachers; and more importantly (3) special education teachers, in comparison with general teachers, would be less likely to express distinct attitudes depending on the students’ type of disability. An online questionnaire was completed by 311 teachers. The results replicated the previous findings by showing that teachers’ attitudes were more favorable toward students with MI than students with CD or students with ASD. In addition, taking into account teachers’ status, the results showed that if special education teachers had more positive attitudes than general teachers, they, however, expressed less favorable attitudes toward the inclusion of students with ASD in comparison with those with other types of disabilities. These results are notably discussed regarding the lay beliefs associated with students with ASD and the influence of training.

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Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Attitudes Toward Inclusive Education: An Exploration of the Interaction Between Teachers’ Status and Students’ Type of Disability Within the French Context

et al. 2021

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“…In the same vein, the present findings revealed a weak difference, although significant, in terms of attitudes towards inclusive education for students with intellectual disabilities and those with autism spectrum disorder, both being the most negative ones in comparison with attitudes regarding other disabilities. Such a resemblance suggests that similar barriers, eventually resulting from existing negative stereotypes in terms of competence (Rohmer & Louvet, 2011) but also behaviours (Dachez et al, 2016) can contribute to explain the exclusion that students with autism spectrum disorder could face within the mainstream educational system (Rattaz et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

What does the French public think about inclusive education?

Jury

Khamzina

Perrin

et al. 2021

Journal of Intellectual & Developmental Disability

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Background: Students with intellectual disabilities are not yet fully included in mainstream education.Among the variables that could explain this situation, the present paper investigates public attitudes towards inclusive education and notably examine how these ones vary according to students' type of disability (i.e. an intellectual, a communicational, a sensory, a motor, or a specific learning one).Method: Data were extracted from an online opinion poll on inclusive education policy conducted on a representative sample of the French population in terms of age, sex, socio-economic status and place of residence (N = 1,001). Results:The present analyses indicated that the public are less favourable to the inclusion of students with an intellectual disability in comparison with students with autism spectrum disorder, a sensory disability, specific learning disabilities or a motor disability. Participants who are familiar with disability seem to express more favourable attitudes than those who are not. Conclusions:The present study contributes to a better understanding of public attitudes towards inclusive education and opens perspectives to develop more inclusive societies.

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“…No início, na França, a Teoria das Representações Sociais (TRS) já era utilizada em áreas de interface da psicologia social, sobretudo a da saúde (HERZLICH, 1984;JODELET, 1989). Mesmo hoje, ela continua sendo empregada no contexto aplicado da saúde, sobretudo da saúde coletiva (JODELET, 2014;DACHEZ, N'DOBO, CARRASCAL, 2016;COHEN, MOLINER, 2017).…”

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As Jornadas Internacionais Sobre Representações Sociais (1998- 2019): Importante Estratégia Na Consolidação Da TRS No Brasil

Camargo,

Giacomozzi,

Da Silva

et al. 2022

FRAG

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O objetivo deste artigo foi descrever e analisar os resumos dos trabalhos apresentados em 10 Jornadas Internacionais sobre Representações Sociais (JIRS) ao longo de 21 anos. A pesquisa é documental e o corpus de análise constituído de 2.297 resumos de trabalhos apresentados na modalidade “Grupos Temáticos de Discussão”. Os resultados apresentam algumas indicações gerais sobre práticas de pesquisa orientadas para a teoria das representações sociais no Brasil, demonstrando que os trabalhos envolvendo as áreas temáticas da educação e da saúde se sobressaem, assim como o uso da abordagem estrutural. Observou-se ainda um aumento da qualidade dos resumos apresentados nas JIRS ao longo do período estudado, o que remete a um reflexo de estudos e aprimoramento, além da vivacidade da teoria no mundo e no Brasil, que é fora da Europa o país onde mais se publicam trabalhos com a TRS.

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Représentation sociale de l’autisme

Cited by 6 publications

References 36 publications

Attitudes Toward Inclusive Education: An Exploration of the Interaction Between Teachers’ Status and Students’ Type of Disability Within the French Context

Attitudes Toward Inclusive Education: An Exploration of the Interaction Between Teachers’ Status and Students’ Type of Disability Within the French Context

What does the French public think about inclusive education?

As Jornadas Internacionais Sobre Representações Sociais (1998- 2019): Importante Estratégia Na Consolidação Da TRS No Brasil

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