Inclusive pedagogical strategies for supporting neurodivergent teachers in language education / Xue WANG in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202777 Titre : Inclusive pedagogical strategies for supporting neurodivergent teachers in language education Type de document : texte imprimé Auteurs : Xue WANG, Auteur ; Chinaza Solomon IRONSI, Auteur ; Hanife Bensen BOSTANCI, Auteur Article en page(s) : p.202777 Langues : Anglais (eng) Mots-clés : Neurodivergent teachers  Workplace-based inclusion  Universal Design for Learning  Educational policies  Professional development Index. décimale : PER Périodiques Résumé : Purpose This study examines how organizations in English language education can foster environments conducive to the success of neurodivergent teachers, addressing a persistent gap in the literature concerning their professional experiences. The study suggests institutional policies and practices that may facilitate their wellbeing and career advancement. Methodology This study employed a mixed-methods approach. Questionnaires and semi-structured interview guides were used to collect quantitative and qualitative data from seventy-six self-identified and formally diagnosed neurodivergent language teachers recruited through professional teaching networks, social media, and institutional mailing lists across primary, secondary, and tertiary education. Findings While the study’s goal was to identify enabling factors for success, participants first highlighted systemic challenges that hinder inclusion; these barriers provide essential context for designing supportive environments. The findings underscore the need for support explicitly tailored to neurodivergent individuals, professional development awareness of neurodiversity, and the establishment of organizational policies based on Universal Design for Learning (UDL) principles. The research highlights the necessity of transitioning to a workplace-based framework in assessing the contributions of neurodivergent teachers. Originality This study is novel in its examination of neurodivergent teachers in educational institutions, a topic that has been insufficiently addressed in the existing literature. The study recommends developing inclusive and supportive work environments that enable neurodivergent teachers to thrive and flourish. En ligne : https://doi.org/10.1016/j.reia.2025.202777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Inclusive pedagogical strategies for supporting neurodivergent teachers in language education [texte imprimé] / Xue WANG, Auteur ; Chinaza Solomon IRONSI, Auteur ; Hanife Bensen BOSTANCI, Auteur . - p.202777. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202777 Mots-clés : Neurodivergent teachers  Workplace-based inclusion  Universal Design for Learning  Educational policies  Professional development Index. décimale : PER Périodiques Résumé : Purpose This study examines how organizations in English language education can foster environments conducive to the success of neurodivergent teachers, addressing a persistent gap in the literature concerning their professional experiences. The study suggests institutional policies and practices that may facilitate their wellbeing and career advancement. Methodology This study employed a mixed-methods approach. Questionnaires and semi-structured interview guides were used to collect quantitative and qualitative data from seventy-six self-identified and formally diagnosed neurodivergent language teachers recruited through professional teaching networks, social media, and institutional mailing lists across primary, secondary, and tertiary education. Findings While the study’s goal was to identify enabling factors for success, participants first highlighted systemic challenges that hinder inclusion; these barriers provide essential context for designing supportive environments. The findings underscore the need for support explicitly tailored to neurodivergent individuals, professional development awareness of neurodiversity, and the establishment of organizational policies based on Universal Design for Learning (UDL) principles. The research highlights the necessity of transitioning to a workplace-based framework in assessing the contributions of neurodivergent teachers. Originality This study is novel in its examination of neurodivergent teachers in educational institutions, a topic that has been insufficiently addressed in the existing literature. The study recommends developing inclusive and supportive work environments that enable neurodivergent teachers to thrive and flourish. En ligne : https://doi.org/10.1016/j.reia.2025.202777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Quantifying the efficacy of physical activity on motor skills and stereotypies in children with autism spectrum disorder: A meta-analysis of randomized controlled trials from the last decade / Guoxiang WANG ; Qinwen GU ; Xue WANG ; Jingxin LIU in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102395 Titre : Quantifying the efficacy of physical activity on motor skills and stereotypies in children with autism spectrum disorder: A meta-analysis of randomized controlled trials from the last decade Type de document : texte imprimé Auteurs : Guoxiang WANG, Auteur ; Qinwen GU, Auteur ; Xue WANG, Auteur ; Jingxin LIU, Auteur Année de publication : 2024 Article en page(s) : p.102395 Langues : Anglais (eng) Mots-clés : Physical activity  Motor skill  Stereotyped behavior  Autism spectrum disorder  Meta-analysis Index. décimale : PER Périodiques Résumé : Background This study aimed to explore the effects of physical activity (PA) on motor skills and stereotypical behavior in children with autism spectrum disorder (ASD). Methods Studies were searched in PubMed, Web of Science, Embase, the Cochrane Library, and CNKI. A total of 14 studies with 345 participants were included in this study, and a random-effects model with the standard mean difference (SMD) was used to calculate the effect size. We include 6 scales to evaluate motor skills and 2 scales to evaluate stereotyped behavior. Results Compared with the baseline, the PA group showed a significantly improved Test of Gross Motor Skills (TGMD) [SMD = 1.90 (95%CI: 0.78 to 3.02), p < 0.001] and Brininx-Oresetsky Test (BOT) [SMD = 7.37 (95%CI: 1.72 to 13.02), p = 0.01], while the control group did not significantly change in TGMD. For stereotyped behavior, there was a significant reduction in GARS-2 [SMD =  0.64 (95%CI: 1.10 to 0.18), p = 0.01] in the PA group compared with the baseline, while the control group did not significantly change. Conclusion This meta-analysis confirmed the beneficial effects of PA on motor skills and stereotyped behavior in children with ASD. Engaging in activities like ball games at moderate intensity can be beneficial. Further research should examine the specific effects of various PA types and intensities to enhance PA-based interventions for ASD. En ligne : https://doi.org/10.1016/j.rasd.2024.102395 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Quantifying the efficacy of physical activity on motor skills and stereotypies in children with autism spectrum disorder: A meta-analysis of randomized controlled trials from the last decade [texte imprimé] / Guoxiang WANG, Auteur ; Qinwen GU, Auteur ; Xue WANG, Auteur ; Jingxin LIU, Auteur . - 2024 . - p.102395. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102395 Mots-clés : Physical activity  Motor skill  Stereotyped behavior  Autism spectrum disorder  Meta-analysis Index. décimale : PER Périodiques Résumé : Background This study aimed to explore the effects of physical activity (PA) on motor skills and stereotypical behavior in children with autism spectrum disorder (ASD). Methods Studies were searched in PubMed, Web of Science, Embase, the Cochrane Library, and CNKI. A total of 14 studies with 345 participants were included in this study, and a random-effects model with the standard mean difference (SMD) was used to calculate the effect size. We include 6 scales to evaluate motor skills and 2 scales to evaluate stereotyped behavior. Results Compared with the baseline, the PA group showed a significantly improved Test of Gross Motor Skills (TGMD) [SMD = 1.90 (95%CI: 0.78 to 3.02), p < 0.001] and Brininx-Oresetsky Test (BOT) [SMD = 7.37 (95%CI: 1.72 to 13.02), p = 0.01], while the control group did not significantly change in TGMD. For stereotyped behavior, there was a significant reduction in GARS-2 [SMD =  0.64 (95%CI: 1.10 to 0.18), p = 0.01] in the PA group compared with the baseline, while the control group did not significantly change. Conclusion This meta-analysis confirmed the beneficial effects of PA on motor skills and stereotyped behavior in children with ASD. Engaging in activities like ball games at moderate intensity can be beneficial. Further research should examine the specific effects of various PA types and intensities to enhance PA-based interventions for ASD. En ligne : https://doi.org/10.1016/j.rasd.2024.102395 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

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