Article Dans Une Revue European Journal of Special Needs Education Année : 2026

The key roles of professionals in autism early childhood units in preschools in France

Résumé

The schooling of students with special educational needs, particularly those with autism spectrum disorder (ASD), relies on collaboration between teachers and specialised professionals. This collaboration enhances pedagogical approaches and supports both academic outcomes and the social inclusion of students. In France, State autism plans have led to the establishment of Autism Early Childhood Units (AECU) in preschools to promote the gradual inclusion of children with ASD into mainstream classrooms. This article, based on interviews and thematic analysis, explores the role of professionals in these units in facilitating inclusive schooling. The findings indicate that professionals in AECU are valuable resources for mainstream teachers, providing training on the specificities of ASD and adapted tools to better support these students. Collaboration between professionals facilitates the gradual inclusion in mainstream classes of students with ASD, particularly through frequent discussions, pedagogical adjustments and targeted interventions. These professionals act as mediators, facilitating interactions between students with and without ASD, thereby reinforcing inclusive dynamics.

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Dates et versions

hal-05144976 , version 1 (04-07-2025)

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Philippe Garnier, Sabine Zorn. The key roles of professionals in autism early childhood units in preschools in France. European Journal of Special Needs Education, 2026, 41 (2), pp.320-332. ⟨10.1080/08856257.2025.2524971⟩. ⟨hal-05144976⟩
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