Élèves avec des troubles du spectre de l’autisme: tablettes numériques et formation des enseignants en pratiques fondées sur des preuves
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INTRODUCTION. Le nombre d’applications conçues pour les élèves avec des troubles du spectre autistique (TSA) a considérablement augmenté, mais rares sont les revues évaluant l’efficacité de leur utilisation dans les pratiques d’enseignement. Afin de garantir des résultats efficaces et d’éviter des résultats contre-productifs ou potentiellement nuisibles, l’importance d’intégrer dans la conception et l’utilisation de ces applications pratiques fondées sur des preuves a été soulignée. Cependant, la plupart des enseignants affirment ne pas avoir reçu une formation suffisante pour reconnaître et mettre en oeuvre ces pratiques de classe. L’objectif de cette revue est d’analyser quelles pratiques fondées sur des preuves ont utilisé les interventions avec des tablettes numériques qui ont prouvé leur efficacité dans le développement des compétences de communication, socio-émotionnelles, cognitives et académiques chez les enfants et les adolescents avec des TSA. MÉTHODE. Une recherche approfondie a été effectuée dans les bases de données Scopus, Web of Science, PubMed, ERIC, IEEE Xplore et ACM Digital Library conformément aux critères énoncés dans la déclaration PRISMA. La sélection finale était composée de 55 articles sélectionnés pour la qualité de leurs preuves (efficacité, fiabilité et engagement) et la capacité de fournir des données concrètes sur la conception et les pratiques pédagogiques utilisées. RÉSULTATS. Il a été démontré que les applications qui se sont révélées efficaces pour le développement des enfants et des adolescents avec des TSA offrent une variété d’utilisations directement dérivées des pratiques instrumentales traditionnelles fondées sur des preuves. DISCUSSION. Pour garantir des résultats efficaces lors de la formation des élèves avec des TSA, il est recommandé d’offrir des programmes de formation plus larges qui donnent aux enseignants la possibilité de: 1. pratiquer des interventions traditionnelles fondées sur des preuves dans des salles de classe inclusives; 2. reconnaître et mettre en oeuvre fidèlement ces pratiques à travers la technologie.
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