AutismMATTERS - EDUCATION IN UNUSUAL TIMES - Summer 2020 Volume 17 Number3 - Autism Ontario
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Autism
Summer 2020 • Volume 17 • Number3
A PUBLICATION OF AUTISM ONTARIO MATTERS
BigStock.com
EDUCATION IN UNUSUAL TIMES
table OF CONTENTS
What’s Inside SUMMER 2020
Board of Directors
Susan Boehnke, Tiziana Bontempo, Dr. Barry Bruce, Janet
Culliton (Past President/ancien pr ésidente), Julia Frei, Nancy
Marchese, David Moloney (Secretary/secr étaire), Kim Moore
(Vice President/vice-présidente), Susan Morris (President/
pr é sidente), Ken Rober tson (Treasurer/tr é sorier), Kim
Seabrook
Local Chapters
To find contact information for your local Autism Ontario
chapter, visit www.autismontario.com.
Education in Unusual Times
by Marg Spoelstra, Executive Director
Education remains the number 1 concern of the five top issues raised
through Autism Ontario’s 2018 survey. We’re focusing and acting on all five matters, but
education has taken on a focus in ways we could never have imagined in these pandemic
times. As I am writing, this topic has been galvanized into action by media, parents, educa-
tors, students, unions and Ontario leaders as plans are being discussed and implemented
and as anxieties mount about remaining safe while still learning in a variety of educational
settings.
This summer we made a decision to place our province-wide education parent survey on
hold in favour of focusing on parents’ views and experiences about students on the autism
Autismontario spectrum returning to school in fall 2020. About 2,700 parents/caregivers responded and
1179 King Street West, Suite 004
Toronto, ON M6K 3C5 about 2,400 of those were able to be incorporated into the results and recommendations.
Phone: 416-246-9592 Although this information is on our website and we have been in direct communication with
Fax: 416-246-9417 the Ministry of Education about the survey results, we wanted to share them with you as
mail@autismontario.com
the content of our late summer edition of Autism Matters. Providing the information in both
English and French means that this is a larger publication than a typical Autism Matters, but
OUR VISION: Best Life, Better World, Making Autism Matter!
Our Mission: Creating a supportive and inclusive Ontario these are surely unusual times!
for Autism By the time you receive this issue, Autism Ontario will also have released the COVID-19
Autism Matters© 2020 has been developed by Autism Ontario. Back-to-School Meeting Transition Checklist for Parents and Educators. We hope this type of
The editing team of Autism Matters strives to include a range of
views about ASD and its impact on people.These views may or resource will be of use to parents and educators in planning for the transition needs of indi-
may not reflect the views of Autism Ontario. No commercial
involvement of any kind has been solicited or accepted in the vidual students on the autism spectrum. The goal is finding ways to return to school safely,
development of the content of Autism Matters. Advertising does with the least amount of disruption and, hopefully, the most success that leads to the best
not influence editorial decisions or content. The appearance
of advertising in Autism Matters is neither a guarantee nor an possible learning environment for all students.
endorsement by Autism Ontario of the product, service, or
company or the claims made for the product in such advertising.
A special banner will indicate to readers of Autism Matters adver-
tising features of the product, service, or company they provide. Prenez connaissance des résultats du sondage en français à la page 23.
Autism Matters is published four times per year. Autism Matters
welcomes contributions from its readers. Send your articles,
reviews, letters, comments, announcements, etc., to Michael
Cnudde, Autism Matters Editor. For advertising rates and inquiries
contact GEPM Group Inc., info@gepmgroup.com.
Notice of Annual General Meeting
Autism Ontario is a registered charitable non-profit organization
(#11924 8789 RR0001).
The Autism Ontario Annual General Meeting which will be held virtually on Saturday,
Editing, design and printing services, GEPM Group Inc. September 26 from 9 am to 10:30 am.
www.gepmgroup.com
Readiness foR
the safe and
successful
RetuRn to
school
Findings
From the 2020
Autism ontArio
educAtion
survey
Autism OntAriO
AutismMATTERS
SPRING 2020 3 1
MISSION
VISION
CREATING A SUPPORTIVE AND INCLUSIVE ONTARIO FOR AUTISM
ENDS
BEST LIFE, BETTER WORLD, MAKING AUTISM MATTER
BECAUSE AUTISM ONTARIO
EXISTS:
Individuals and families in their
communities are equitably and
seamlessly supported across
their life course.
Individuals, families and
communities have meaningful:
Supports, information and
connections.
Information/knowledge is
created, curated and mobilized
that is: Trustworthy, timely
and relevant.
COLLABORATION
We believe in the power of working side by side with individuals,
families and communities to make informed choices about autism.
ACCOUNTABILITY
We hold ourselves and others responsible to achieve successful
outcomes through high standards of integrity and fiscal responsibility.
OUR
RESPECT
We value equity, diversity and inclusion,
and we listen to understand.
VALUES
EVIDENCE INFORMED
We use and create knowledge to
guide our decisions and work.
4 Readiness for the Safe and Successful Return to School
Contents
eXeCUtIVe sUMMARY 6
4
IntRoDUCtIon 9
7
Who PARtICIPAteD? 10
8
I. sPRIng CoVID-19 sChool ClosURe 12
10
Overall Satisfaction 10
12
Positive Aspects 12
10
Distressing or Stressful Aspects 13
11
Access and Support for Remote Learning 14
12
Child Engagement With Online Learning 15
13
Impact of the School Closure on Child Wellbeing 16
14
II. RetURn to sChool In the FAll 17
15
Education Planning Meetings 17
15
Reopening Scenarios 18
16
Concerns 19
17
Supporting a Successful Return to School 21
19
autism
Autismontario
OntAriO 53
eXeCUtIVe sUMMARY
In its 2020 survey, Readiness for the Safe and Successful Return to School, Autism Ontario gathered
information from parents or caregivers of Ontario children and youth on the autism spectrum in the
education system regarding:
• Their experiences of the COVID-19 school closure earlier this spring, and
• Their concerns and perspectives for the return to school in the context of COVID-19 this fall.
The base survey consisted of 27 questions (if completing for one child). Caregivers responded to a core
set of 19 questions for each specific child with autism in the education system, and could repeat these
questions for up to three children. The bilingual survey was available online for the week of July 6-13.
2,413 caregivers responded, completing questions for a total of 2,610 children—with 183 completing
questions for a second child, and 22 completing questions for a third child. 4.1% of respondents indicated
they speak French most often at home. Proportions of visible minority and Indigenous groups were close
to those of the larger Ontario population.
eXPeRIenCe oF the sPRIng CoVID-19 sChool
ClosURe
On average, 27% of caregivers were satisfied or very satisfied, while 45% were
dissatisfied or very dissatisfied, overall with the educational experience during
45% the spring school closure. Caregivers’ level of satisfaction varied significantly,
however, with school board setting—it tended to be higher for French Catholic
Dissatisfied or
and private school settings compared to English Catholic or public schools.
very dissatisfied
with the
Most distressing or stressful to caregivers was the extra work caring for
educational
the child at home (46%), and lost social, developmental, and academic
experience
opportunities for the child (45%). Regarding major impacts of the spring
during the spring
school closure school closure on their child’s physical or mental wellbeing, 48% of caregivers
described losses to their child’s social functioning, while 30% described set-
Many cited backs to development, and 21% reported child mental health challenges.
losses to their
Most caregivers (86%) felt their child had sufficient access to technology to
child’s social
functioning and support online learning during the spring school closure. Northern Ontario
set-backs to respondents, however, were over eight times as likely as Toronto Area
development respondents to report that Internet bandwidth is a technological barrier to
online learning in the spring.
46 Readiness
reAdiness for
fOr the Safe
sAfe and
And Successful
successful Return
return to
tO School
schOOl
60% A majority of caregivers (60%) felt their child was insufficiently engaged in
online learning, Caregivers were less likely to report that children in earlier
Felt their child
grades (grade 4 and below) were sufficiently engaged than in higher grades,
was insufficiently
with the exception of grade 12.
engaged in online
learning
PlAnnIng FoR the RetURn to sChool In
the FAll
When asked about what aspects of the spring school closure caregivers thought
should be retained for the coming school year, 41% of caregivers felt nothing
Attending school should be retained, while 23% favoured the flexibility of learning at home or
daily is clearly at school. Caregivers suggested there is need for flexibility in participating
the most popular
in education-based meetings, with 29% indicating they should be offered
first choice
face-to-face. Reasons for preferring face-to-face meetings included better
of reopening
communication, privacy concerns, greater likelihood meetings will occur, greater
scenarios
adherence to regulations, or technology barriers to meeting online.
Caregivers need Attending school daily was clearly the most popular first choice for reopening,
flexibility in while preferences for alternative scenarios were variable. Attending school for
participating in blocks of weeks was a less preferred option. Choices were influenced by caregivers
education-based concerns for COVID-19 safety, the need for routine, consistency, and predictability
meetings for their child with autism with respect to scheduling, and the need for all children
in the household to have the same schedule to minimize family stress.
Among possible concerns about their child’s physical return to school,
FOR THE RETURN:
negotiating social interactions was a high concern to the most caregivers. When
Parent concerns asked about their greatest concern about the return to school, 46% mentioned
include adherence their child’s adherence to COVID-19 safety rules, and 28% mentioned their
to COVID 19 safety child managing the transition to school including mental health and social
rules & managing
situations. As reported by caregivers, 32% of children expressed anxiety about
the transition
the possibility of physically returning to school this September. Children’s
back; and
anxieties related to COVID-19-related risks or restrictions, or returning to
Children’s school after the prolonged absence.
anxieties are
related to COVID The most commonly endorsed need for a successful transition back to school was
risks, restrictions increased school-based supports, followed by an individualized transition plan.
and returning Some caregivers mentioned the need to be clearly informed before the return
after a long to school to be able to prepare and support their child. A number of parents
absence highlighted how COVID-19 has exacerbated the already acute need to enhance
internal supports, and allow external supports for learning, skill development,
behaviour and mental health, as students transition back to school.
autism
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KeY tAKe-AWAYs AnD ReCoMMenDAtIons
The closure » The spring school closure increased caregivers’ already high
workloads and stress related to caring for their child and managing
resulted in
worrisome their education, and resulted in worrisome losses to social
losses to their development and academic progress.
children’s social
development
and academic
» Technology-related barriers including limited Internet bandwidth
are substantially higher in Northern Ontario—this needs to be
progress accommodated in plans to support remote learning.
Internet » There is a need for flexibility in how parents are allowed to participate
in education-based meetings, to accommodate their preferences and
bandwidth
limitations needs for meeting face-to-face versus remotely.
are highest in
Northern Ontario » Addressing COVID-19 safety will be important for addressing both
caregiver and child anxieties about returning to school.
Parents and » Successful transitioning back to school for children with autism
will require increased school-based supports and services, and
children have
anxieties about individualized transition plans for each child.
how COVID-19
safety will be » Reopening scenarios should be designed with the unique and varying
needs of families of children with autism in mind—such as the need
addressed
for all children in the household to have the same schedule to minimize
family stress.
Successful
transitioning
requires
» For many children, plans will need to promote routine, consistency,
and predictability with respect to scheduling.
increased school-
based supports » COVID-19 has exacerbated the already acute needs within the
education system to enhance internal supports, and allow external
& individualized
transition plans supports into schools for learning, skill development, behaviour and
for every child mental health.
8 Readiness for the Safe and Successful Return to SchoolIntRoDUCtIon
Autism Ontario values the perspectives of all stakeholders in the autism community on a wide variety of
issues. In our 2018 province-wide survey, completed by families and adults on the spectrum, education
was identified as a top priority among five key areas requiring greater advocacy focus in Ontario. For
this reason, Autism Ontario decided to gather the perspectives of caregivers on education-related
matters in its 2020 province-wide survey. Surveys in future years will address other priority areas and
the perspectives of the relevant groups. With the extraordinary changes brought by the COVID-19
pandemic, Autism Ontario adjusted the focus and length of what was originally planned as a more
comprehensive survey on education.
The purpose of this survey, entitled Readiness for the Safe and Successful Return to School was to gather
the information from parents or caregivers of Ontario children and youth on the autism spectrum
in the education system about two things:
• Their experiences of the COVID-19 school closure earlier this spring, and
• Their concerns and perspectives regarding the return to school in the context of COVID-19
this fall.
Autism Ontario developed the survey with input from partners and stakeholders. The base survey was
27 questions long (if completing for one child). Caregivers were asked to respond to a core set of 19
questions with reference to one specific child in the education system. If they had multiple children on
the spectrum, respondents had the option to complete these questions for up to three children.
The survey was available online only, in English or French, for one week from July 6-13. Autism Ontario
distributed it as an openly available link through the organization’s channels, and with the help of
numerous partner organizations. Incomplete or invalid surveys were excluded prior to analysis. Since not
all respondents completed all questions, the number of responses is provided for most questions.
Acknowledgments
Autism Ontario is grateful first and foremost to the caregivers who took the time to complete this survey. Autism
Ontario also acknowledges those who contributed to survey development, data analysis, design, and writing of the
report1: Cathy White, Stephen Gentles, Suzanne Murphy, Michael Cnudde, Jessica Bethel, Layne Verbeek, Vanessa
Coens, Erin Nightingale, Ishmeet Kaur, Aqdas Malik, Laura Webb, Andrea Armstrong, Carrie White, Estefania
Ramirez-Tello, Margaret Spoelstra.
1 Please cite as follows: Gentles SJ, White C, Murphy S, Cnudde M, Bethel J, Spoelstra M. Readiness for the safe and successful return to
school: Findings from the 2020 Autism Ontario education survey [Report]. Toronto, ON: Autism Ontario; July, 2020.
autism
Autismontario
OntAriO 97Who PARtICIPAteD?
Figure 1: Respondents by Region
NORTH
7.3%
175
EASTERN
28.1%
677
CENTRAL
36.3%
877 TORONTO
14%
WESTERN 338
11.3%
272
TOTAL RESPONSES: 2,413
UNREPORTED 3.1% (74)
» 2,413 caregivers with Ontario children and youth on the autism spectrum in the education
system responded to the survey, completing most or all questions.
» Respondents completed questions for a total of 2,610 children—with 183 completing questions
for a second child, and 22 completing questions for a third child. Of these, 64 children were in a
private school setting.
“More than 20,000 students identified with ASD are currently enrolled in Ontario’s publicly funded
school system.”1 We estimate the respondents to this survey represent approximately 10% of the
complete population.
While this is a good reach for any survey of caregivers in Ontario’s autism community, some groups
may have been under-represented. For example, only people with reliable Internet access would have
completed this survey.
» of4.1%Francophone
of respondents indicated they speak French most often at home. This is close to the proportion
Ontarians (4.7%).
2
» 18% are single caregivers.
1 https://news.ontario.ca/edu/en/2017/10/ontario-launching-pilot-program-to-support-students-with-autism-in-schools.htm
2 Profile of the Francophone population in Ontario – 2016, https://www.ontario.ca/page/profile-francophone-population-ontario-
2016#:~:text=Ontario%20has%20more%20than%20622,000,increase%20of%2010,915%20since%202011.
810 Readiness
reAdiness for
fOr the
the Safe
sAfe and
And Successful
successful Return
return to
tO School
schOOlFigure 2: Caregiver Gender Figure 3: Child Gender
Prefer not to Say 1.3% Prefer not to Say 1.4%,
Other 0.3% Other 0.4%
Male
11.8% Female
22.7%
Female 86.6% Male 75.5%
Figure 4: Indigenous or Visible Minority Status: Respondents
Southeast Asian 0.8% Prefer not to Say 6.1%
West Asian 0.7%, Other 2.6%
Korean 0.4%
Japanese 0.2%
Indigenous 2.3%
Arab 2.5%
Latin American 2.6%
Chin
ese
3.4%
Filipino 3.4%
White 64.9%
.5%
Black 3
an
h Asi
t
Sou
%
6.5
Figure 5: Indigenous or Visible Minority Status: All Ontario1
Latin American 1.5%
Arab 1.6% West Asian 1.2%
Filipino 2.4% Southeast Asian 1.0%
Indigenous 2.7% Korean 0.7%
Bl Japanese 0.2%
ac
k
Ch 4.7
ine %
se
5.7
%
South Asian White 70.7%
8.7%
1 Census Profile, Ontario, 2016.
Autismontario
autism OntAriO 9
11I. sPRIng CoVID-19 sChool ClosURe
oVeRAll sAtIsFACtIon
» Caregivers’ overall level of satisfaction with the educational experience during the spring school
closure varied significantly with school board setting. The level of satisfaction tended to be higher for
French Catholic and private school settings compared to English Catholic or public school settings.
» Caregivers’ overall level of satisfaction did not vary significantly with grade level (i.e., Junior
Kindergarten to Grade 12); nor did it vary significantly with educational placement (i.e., regular class
[n=1550], or special education class [n=729]).
Figure 6
Dissatisfied or Very Neither Satisfied Satisfied or Very Not
Dissatisfied nor Dissatisfied Satisfied Applicable
Stratified by % Diff % Diff % Diff
School Board % of from % of from % of from % of
Setting n row Expected n row Expected n row Expected n row Total
English Catholic 284 43.6% -2% 176 27.0% 12% 162 24.9% -7% 29 4.5% 651
English Public 659 45.5% 2% 357 24.7% 2% 371 25.6% -5% 60 4.1% 1,447
French Catholic 44 36.1% -21% 23 18.9% -24% 52 42.6% 55% 3 2.5% 122
French Public 28 49.1% 9% 8 14.0% -43% 19 33.3% 23% 2 3.5% 57
Private School 28 46.7% 5% 3 5.0% -79% 26 43.3% 62% 3 5.0% 60
1,043 44.6% 567 24.3% 630 27.0% 97 2,337
Chi Square (df)=37.61 (8), pIt gave me a chance to I cannot think of one positive thing. It was absolutely
participate in his learning and financially devastating, my son has been completely
realize how much he knows. I frustrated and has become even more of a danger to
had no idea. We worked very himself, my daughter and myself. Sleep patterns are
successfully as he enjoys worse than ever.
learning, math, typing and
writing. It was always a positive
L’anxiété de mon enfant a été réduit puisqu’il ne
experience as I seen him smiling
participait pas à aucun cours en ligne. [My child’s anxiety
the whole time. Very proud
was reduced because he didn’t participate in any online
of his learning as he gained
courses.]
confidence.
DIstRessIng oR stRessFUl AsPeCts
Regarding the most distressing or stressful aspects of the shift to home learning during the spring school
closure, caregivers’ comments related to the following (n=2,302):
Extra work caring for the child at home (including
lack of supports, managing time) 46.4%
Lost opportunities for the child (social, daily
structure, & academics) 45.5%
Online learning 11.4%
Managing change to the child’s mental health 10.1%
Impact on caregiver’s employment or work 9.6%
The lack of socializing for my son Mon enfant avait été dit par un membre du personnel
had a huge impact on his mental de son école que les travaux en ligne ne comptaient pas
health. He already suffers from envers son bulletin qu’ils se baseront sur la note du 13
anxiety and depression. He ended mars. Donc, il a refusé carrément de faire ses tâches
up spending a week in the hospital scolaires en ligne. Beaucoup de stress entre parent et
in early May. The doctors said that enfant!
Covid played a huge part in this. [My child was told by school personnel from his school
that online tasks did not count on the report card, that it
It was difficult dealing with work was based on marks on March 13th. So, he categorically
and school at the same time, refused to do his online school tasks. Lots of stress
especially with meltdowns. between the parent and the child!]
autism
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11ACCess AnD sUPPoRt FoR ReMote leARnIng
» Most caregivers (86.2% of 2384 responders) felt their child had sufficient access to technology to
support online learning during the spring school closure.
» Northern Ontario respondents, however, were over 8 times as likely as Toronto Area respondents to
report that Internet bandwidth was a technological barrier to online learning in the spring.
Percentage of Respondents Within each Region Reporting Internet Bandwidth as a
Technological Barrier to Online Learning
Central Ontario (n=877) 2.5%
Eastern Ontario (n=677) 3.4%
Toronto Area (n=338) 1.2%
Western Ontario (n=272) 2.9%
Northern Ontario (n=175) 9.7%
This finding highlights the importance of not relying on online methods as the sole means of outreach in
Northern Ontario. This applies to provision of educational supports and services, and to assessing needs
such as through surveys. Autism Ontario plans to supplement its province-wide online surveys with focus
groups or interviews of Northern Ontario residents in the future.
Caregivers found non-online forms of remote support very useful:
» 24.4% of caregivers’ children received non-online remote forms of learning support from their
school, such as books or worksheets, to support their remote learning.
Some caregivers specified the types of materials received: books (including library books, textbooks),
paper resources (including worksheets, workbooks), and other equipment or materials (PECS boards, OT
equipment, activity packs, crafts, visual schedules, etc.). Materials were sometimes personally delivered. A
few caregivers noted how their child’s teacher reacted quickly and with foresight, sending materials home
at the beginning of the extended March Break.
14
12 Readiness
reAdiness for
fOr the
the Safe
sAfe and
And Successful
successful Return
return to
tO School
schOOlChIlD engAgeMent WIth onlIne leARnIng
» Overall, 36% of caregivers felt their child was sufficiently engaged in online learning during the
spring school closure, while 60% of caregivers felt their child was insufficiently engaged.
» Caregivers’ impressions of their child’s engagement in online learning varied significantly with
grade level: Caregivers were less likely to report that children in earlier grades (grade 4 and below)
were sufficiently engaged compared with children in higher grades (with the exception of grade 12).
Engagement in online learning was less relevant for Junior Kindergarten.
Figure 7: Child Engagement
Yes No Not Applicable
% Diff % Diff
Stratified by Grade from from % of
Level n % of row Expected n % of row Expected n row Totals
Junior Kindergarten 19 16.7% -31% 55 48.2% 18% 40 35.1% 114
Senior Kindergarten 47 28.7% -19% 109 66.5% 11% 8 4.9% 164
Grade 1 62 29.1% -17% 139 65.3% 10% 12 5.6% 213
Grade 2 70 32.4% -11% 142 65.7% 7% 4 1.9% 216
Grade 3 67 36.0% -3% 119 64.0% 2% 0 0.0% 186
Grade 4 64 36.0% 0% 108 60.7% 0% 6 3.4% 178
Grade 5 81 40.7% 10% 116 58.3% -6% 2 1.0% 199
Grade 6 60 35.5% -3% 107 63.3% 2% 2 1.2% 169
Grade 7 72 40.2% 10% 104 58.1% -6% 3 1.7% 179
Grade 8 63 38.2% 5% 98 59.4% -3% 4 2.4% 165
Grade 9 62 41.3% 12% 87 58.0% -7% 1 0.7% 150
Grade 10 59 43.7% 20% 73 54.1% -12% 3 2.2% 135
Grade 11 55 47.0% 30% 59 50.4% -18% 3 2.6% 117
Grade 12 44 32.8% -8% 85 63.4% 5% 5 3.7% 134
Graduated in 2020 10 55.6% 49% 8 44.4% -29% 0 0.0% 18
835 35.7% 1,409 60.3% 93 4% 2,337
Chi Square (df)=28.91 (14), p=0.011. % Difference from Expected: Larger numbers (either positive or negative) indicate larger deviations above
or below what would be expected (i.e., column total x row total / grand total) for that cell. Information about ability levels of children within grade
levels was not collected.
Caregivers cited the following barriers to a child’s sufficient engagement in online learning (n=892):
Child lacks interest, motivation, or attention 39.6%
Work exceeds child’s ability or developmental readiness 28.0%
Caregiver lacks capacity to mediate online learning 16.5%
No online learning provided 10.3%
Technology problems 5.6%
A number of caregivers also appreciated the work their child’s teacher put into online learning.
autism
Autismontario
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13EVERYDAY his teacher sent 2 YouTube videos that he
personally taught a lesson on. He sent emails, worksheets, With 4 kids in the family,
assignments, etc. The teacher was amazing and totally Internet could be slow and
dedicated. sometimes we had to share
devices. Also, he had to spend
time setting up devices for his
Il n’est peu lire ni écrire, l’internet qui ne pas suffisant,
younger siblings. (Honestly,
oui nous avons l’appareil fournis l’école. [He can’t read or
he is much better at tech than
write, internet was not sufficient, yes we had a device from
me so a life saver.)
school.]
IMPACt oF the sChool ClosURe on ChIlD WellbeIng
Regarding major impacts of the spring school closure on their child’s physical or mental wellbeing,
caregivers’ comments related to the following (n=2281):
Decreased social functioning or opportunities 47.5%
Set-backs or disruption to development 29.5%
Mental health challenges 21.1%
Decreased physical health or activity 17.2%
Lost supports or services 5.6%
Improved physical or mental wellbeing (including “happier”) 8.7%
There was no major impact 5.0%
My son found it extremely difficult Stims and tics exploded, he was anxious and sad a
to deal with the uncertainties […] lot. He originally assumed they were strike days and
For him uncertainty causes extreme when we were able to get him to understand it was
anxiety and stress and he never sadness. His friends are his EA’s. His sleep is terrible
knew if all of a sudden he’d be told for the first time in 5 years. Scripts and trigger words
he’s going back to school tomorrow, are on the rise and are overtaking what he has for
next week, or not until September. “normal” speech.
He was in a constant state of stress
and moderate anxiety about getting Elle est trop bien à la fin... le retour à l’école sera
sick and/or going back to school and difficile. [She was very well at the end...the return to
getting sick there. school will be difficult.]
16
14 Readiness
reAdiness for
fOr the
the Safe
sAfe and
And Successful
successful Return
return to
tO School
schOOlII. RetURn to sChool In the FAll
When asked about what aspects of the spring school closure caregivers thought should be retained for the
coming school year, they suggested the following (n=1571):
Flexibility to learn at home and at school 23.3%
Online supports 17.2%
Exceptional support from school staff 15.5%
Improved communication between home and school 12.3%
Option to learn from home 11.5%
Increased parent involvement 9.8%
Nothing should be retained 41.1%
He did not have 1:1, Nous avons prouvé en travaillant avec lui que lorsque des
or any extra support stratégies gagnantes sont utilisées, il est capable de faire des
at school. He greatly apprentissages; j’aimerais que l’accompagnant(e) de mon fils
benefited from apprenne et utilise ces stratégies afin qu’il connaisse autant de
individualized learning succès à l’école. [We proved, by working with him, that when the
at home. This must be right strategies are used, he is capable of learning. I would like
available for him to be that my son’s support person learn and use these strategies so
successful at school. that he can experience as much success at school.]
eDUCAtIon PlAnnIng MeetIngs
Parents suggested there is need for flexibility with respect to education-based meetings (i.e., fact-to-face
versus online).
» 29% of respondents (n=2287) felt that education-based meetings, such as Identification, Placement,
and Review Committee (IPRC) or Individual Education Plan (IEP) meetings, should be offered face-
to-face in the fall.
Reasons for preferring face-to-face meetings included better communication, privacy concerns, greater
likelihood meetings will occur, greater adherence to regulations, or technology barriers to meeting online.
Elles devraient avoir lieu en personne, par contre,
I think it should be at the parent’s
si ce n’est pas possible, elles devraient être tenues
discretion. Some may feel comforFigure
en ligne. Donc elles ne devraient pas être annulées
doing online meetings, while others
à cause de la covid. [They should be in person, but
worry about privacy or struggle with
if this not possible, they should be online. So, they
communicating effectively remotely.
should not be cancelled because of COVID.]
Autismontario
autism OntAriO 15
17ReoPenIng sCenARIos
» While attending school daily was the most popular first choice reopening scenario among caregivers,
preferences for alternative scenarios were variable; although attending school for blocks of weeks was
a less preferred option.
Figure 8: Caregivers’ Ranking of Their Top Five Preferred Choices
77% 1st Choice
80 2nd Choice
3rd Choice
70 4th Choice
5th Choice
60
37.7% 38.1% 38.4%
50
37.2%
40 36%
32.3% 33.6%
30
20
10
0
DAILY, ALTERNATE CONSECUTIVE On For BLOCKS OF Attend REMOTE Other
or similar to DAYS, DAYS, ALTERNATE WEEKS, alternating EVERYDAY AT-HOME
previous year’s 2-3 days per 2-3 days per WEEKS with blocks remote FOR HALF A learning only
placement week week learning (e.g. 3 wks DAY
on, 3 wks home)
Of 103 caregivers who left specific comments:
» Half noted COVID-19 safety as an important consideration in their choice—for example, doubting
their child could be kept safe, or preferring to keep their child home until a vaccine was found.
» Awithnumber of caregivers stressed the need for routine, consistency, and predictability for their child
autism with respect to scheduling.
» Inschedule
addition, caregivers highlighted the need for all children in the household to have the same
to minimize family stress related to coordinating childcare and employment obligations.
De plus, j’ai répondu selon ce qui serait le mieux pour lui, ça ne veut pas dire que c’est le scénario
qui est le plus facile pour nous, considérant que ça implique encore une gestion travail/école très
compliquée. [Furthermore, I responded based on what is best for him, this does not mean this is
the easiest scenario for us, as it involves work/school management, which is very complicated.]
16
18 Readiness
reAdiness for
fOr the Safe
sAfe and
And Successful
successful Return
return to
tO School
schOOlConCeRns
Attending school
» Caregivers reported varying levels of concerns about different outcomes of their child physically
returning to school. Negotiating social interactions was of high concern to the most caregivers, while
transportation availability was of no concern of most caregivers.
Figure 9: Caregivers’ Level of Concern Regarding Their Child Physically Attending School
Not at All
50 46.3%
45% Very Mildly
Mildly
39.2% Somewhat
40 35.2% 35%
Very
32%
27%
30
20
10
0
Risks to this RISKS TO Availability of Child Child BEING Child Child
child from OTHER TRANSPORT- ADJUSTING BEHIND or negotiating experiencing
CONTRACT- FAMILY ATION to TO THE having to SOCIAL anxiety with
ING COVID-19 members or school TRANSITION catch up INTERACTIONS EDUCATORS
members back to school academically WEARING FACE
life COVERINGS
Caregivers’ descriptions of their biggest concerns about the return to school related to (n=2,086):
Child’s adherence to COVID-19 safety expectations and restrictions 46.5%
Child managing the transition to school (including mental health,
social situations or safety) 28.2%
Health risk to child or family member 22.3%
Development-related challenges 18.8%
Need for extra support or resources 10.9%
Adequate planning for positive learning environment 5.8%
Impact on the family (stress, parents’ work, childcare needs) 6.7%
Had no concerns 2.6%
For part time schooling I ‘m He will regress for lack of routine and consistency of
concerned over his being a school schedule. We’d have to take a work leave of
exposed to school children and absence to care for our children.
then another group of kids in
a daycare. Also the extreme He has a compromised immune system and an underlying
expenses for daycare if it’s part heart condition, so we’re very worried about him catching
time or home schooling. the virus. His health is the biggest concern.
autism
Autismontario
OntAriO 19
17Child’s Ability to observe Rules
» Regarding rules intended to reduce COVID-19 transmission, caregivers were more likely to be highly
concerned about their child’s ability to wear a face covering, observe physical distancing, and observe
restrictions to areas or equipment.
Figure 10: Caregivers’ Level of Concern Regarding Their Child’s Ability to Observe Rules
Intended to Reduce COVID-19 Transmission
49% Not at All
50 45% Very Mildly
Mildly
40 35% 34.9% Somewhat
31.6%
Very
30
20
10
0
SCREENING HANDWASHING Wearing a PHYSICAL RESTRICTIONS
MEASURES /Sanitizing FACE COVERING DISTANCING to some areas,
(taking several times a or shield rules rooms, equipment,
temperature) day materials or toys
Child Anxieties About Returning to school
» Aspossibility
reported by caregivers (n=2,288), 32.4% of children expressed some form of anxiety about the
of physically returning to school this September.
Of 385 explanations for a child’s anxiety, 61.8% (238) were related to COVID-19 risks or restrictions,
while 42.6% (164) were related to the child’s transition back to school after the prolonged absence.
20
18 Readiness
reAdiness for
fOr the
the Safe
sAfe and
And Successful
successful Return
return to
tO School
schOOlsUPPoRtIng A sUCCessFUl RetURn to sChool
The most commonly endorsed top need for a successful transition back to school was increased school-
based supports and services, followed by an individualized transition plan.
Figure 11: Top Needs for a Successful Transition Back to School
25
23.3%
20
19%
15 16.1%
13.4%
10
9.7% 9.4%
5 5% 4.2%
0 ALLOW
Develop an INCREASED GRADUAL SOCIAL VIRTUAL VISIT TO OTHER
individualized SCHOOL- COMMUNITY INCREASE IN STORIES VIDEO TOUR SCHOOL
TRANSITION BASED PROVIDERS TIME of new school PRIOR
PLAN SUPPORTS (e.g. Outside spent at (if transition- to attending
and services Therapist) to school ing) in September
for child accompany
student in
school for a
transition phase
Among 69 suggestions for supporting a successful transition back to school, 14 caregivers mentioned
the need to be clearly informed before the return to school to be able to prepare and support their child.
Some suggested transition planning had already occurred through online meetings, some of which
allowed the parent and child to meet new staff or plan dates for school visits. A number of parents
highlighted how COVID-19 has exacerbated the already acute need to enhance internal supports, and
allow external supports for learning, skill development, behaviour and mental health, as students
transition back to school.
autism
Autismontario
OntAriO 21
19L’éducation en période
inhabituelle
par Marg Spoelstra, Directrice générale
L’éducation demeure en tête des cinq principaux enjeux soulevés dans le
sondage 2018 d’Autisme Ontario. Nous nous concentrons et nous agissons sur les cinq
dossiers, mais en cette période de pandémie l’éducation a pris une place particulière que
nous n’aurions jamais pu imaginer. Au moment où j’écris ces lignes, cet enjeu a été propulsé
à l’avant-scène par les médias, les parents, les éducateurs, les élèves, les syndicats et les
dirigeants de l’Ontario, pendant que sont discutés et élaborés des plans et que grimpe
l’inquiétude sur la manière de demeurer en sécurité tout en poursuivant l’apprentissage dans
divers contextes d’enseignement.
Cet été, nous avons décidé de mettre en pause notre sondage provincial auprès des
parents sur l’éducation, pour nous concentrer sur leurs points de vue et leurs expériences
concernant le retour à l’école des élèves autistes à l’automne 2020. Le sondage a été rempli
par quelque 2 700 parents et aidants, dont environ 2 400 ont pu contribuer aux résultats et
aux recommandations. Bien que cette information se trouve sur notre site Web et que nous
soyons en communication directe avec le ministère de l’Éducation au sujet des résultats du
sondage, nous souhaitions vous en faire part dans l’édition de fin d’été d’Autism Matters.
Les résultats vous étant communiqués en anglais et en français, ce numéro d’Autism Matters
s’avère plus volumineux qu’à l’habitude, mais nous vivons une période inhabituelle!
Quand vous recevrez ce numéro, Autisme Ontario aura également publié le document
Réunion sur la transition vers la rentrée scolaire en lien avec la COVID-19—Liste de contrôle
(Pour les parents et les éducateurs), qui, nous le souhaitons, aidera les parents et les éducateurs
à planifier les besoins de transition des élèves autistes. L’objectif est de trouver des moyens
d’assurer une rentrée scolaire sécuritaire avec un minimum de perturbation et, espérons-le,
un maximum de succès qui mènera au meilleur environnement d’apprentissage possible
pour tous les élèves.
Avis d’assemblée générale annuelle
L’assemblée générale annuelle d’Autisme Ontario se tiendra en mode virtuel le
samedi 26 septembre, de 9 h à 10 h 30.
22 AutismMATTERS SPRING 2020PRÉPARATION
À UNE RENTRÉE
SCOLAIRE RÉUSSIE
ET SÉCURITAIRE
CONSTATS DU
SONDAGE 2020
D’AUTISME ONTARIO
SUR L’ÉDUCATION
AutismE
SPRING 2020
OntAriO
AutismMATTERS 23 1MISSION
BÂTIR UN ONTARIO PLUS SOLIDAIRE ET INCLUSIF POUR
LES PERSONNES AUTISTES
VISION
MAXIMISER L’ÉPANOUISSEMENT, AMÉLIORER LE MONDE,
FAIRE PLACE À L’AUTISME!
FINALITÉS
GRÂCE À L’EXISTENCE D’AUTISME
ONTARIO :
Les individus et les familles
bénéficient dans leur collectivité
d’un soutien fluide et équitable tout
au long de leur parcours de vie.
Les individus, les familles et les
collectivités ont des soutiens, de
l’information et des liens significatifs.
Il y a création, organisation et
mobilisation d’une information/d’un
savoir digne de confiance, opportun
et pertinent.
COLLABORATION
FINALITÉS
Nous croyons au pouvoir d’une étroite collaboration avec les individus, les
familles et les communautés, permettant de faire des choix éclairés sur
l’autisme.
ACTIONS DE RESPONSABILISATION
Nous nous tenons responsables, et nous tenons autrui responsable, de
l’atteinte de résultats favorables par le respect de normes élevées
d’intégrité et de responsabilité financière.
NOS
RESPECT
Nous valorisons l’équité, la diversité et l’inclusion,
et nous pratiquons l’écoute pour comprendre.
VALEURS
ÉCLAIRÉES PAR DES PREUVES
Nous utilisons le savoir et nous
créons du savoir pour orienter
nos décisions et nos actions.
24 AutismMATTERS SPRING 2020Table des MaTIÈRes
sOMMaIRe 26
4
INTROdUCTION 29
7
QUI a PaRTICIPÉ? 30
8
I. FeRMeTURe PRINTaNIÈRe des ÉCOles IMPUTable À la COVId-19 32
10
Satisfaction globale 32
10
Aspects positifs 32
10
Aspects perturbants ou stressants 33
11
Accès et soutien pour l’apprentissage à distance 34
12
Participation des enfants à l’apprentissage en ligne 34
12
Impact de la fermeture des écoles sur le bien-être des enfants 36
14
II. la ReNTRÉe sCOlaIRe de l’aUTOMNe 37
15
Rencontres éducatives 37
15
Scénarios de réouverture 38
16
Préoccupations 39
17
Favoriser une rentrée scolaire réussie 41
19
autismE
AutismEontario
OntAriO 253sOMMaIRe
Dans son sondage de 2020 Préparation à une rentrée scolaire réussie et sécuritaire, Autisme Ontario a
consulté les parents ou aidants naturels d’enfants et d’adolescents autistes ontariens inscrits dans le système
scolaire de la province, sur les sujets suivants :
• Leurs expériences vécues lors de la fermeture des écoles causée par la COVID-19 au printemps dernier;
• Leurs préoccupations et leurs opinions en vue de la rentrée scolaire de l’automne, dans le contexte de la
COVID-19.
Le cœur du sondage comprenait 27 questions (s’il était rempli pour un enfant). Les aidants devaient répondre
à un tronc commun de 19 questions pour chaque enfant autiste scolarisé, et pouvaient répéter le processus
pour trois enfants au maximum. Ce sondage bilingue était disponible en ligne durant la semaine du 6 au 13
juillet.
Le sondage a été rempli par 2 413 aidants pour un total de 2 610 enfants; 183 aidants ont rempli le
questionnaire pour un deuxième enfant, et 22 pour un troisième. Pour 4,1 % des répondants, le français était
la langue le plus souvent parlée à la maison. Les proportions de minorités visibles et de groupes autochtones
s’approchaient de celles de l’ensemble de la population ontarienne.
eXPÉRIeNCe de la FeRMeTURe des ÉCOles aU
PRINTeMPs dUe À la COVId-19
En moyenne, 27 % des aidants se sont dits globalement satisfaits ou très satisfaits,
et 45 % insatisfaits ou très insatisfaits, de l’expérience éducative vécue durant la
45% fermeture des écoles ce printemps. Cependant, le niveau de satisfaction des aidants
variait considérablement selon le type de conseil scolaire; il était généralement
Insatisfaits ou plus élevé pour les écoles catholiques françaises et les écoles privées que pour les
très insatisfaits écoles catholiques ou publiques anglaises.
de l’expérience
éducative vécue Pour les aidants, l’aspect le plus perturbant ou stressant de la fermeture a résidé
durant la fermeture dans le travail supplémentaire qu’ils ont dû effectuer pour s’occuper de l’enfant à
des écoles au la maison (46 %) et dans la perte d’occasions sur le plan social, développemental
printemps
et scolaire pour l’enfant (45 %). En ce qui concerne les principales conséquences
de la fermeture sur le bien-être physique ou mental de l’enfant, 48 % ont
Beaucoup ont fait mentionné une altération du fonctionnement social de l’enfant, 30 % une
état d’une altération régression dans le développement et 21 % des problèmes de santé mentale.
du fonctionnement
social de leur La plupart des aidants (86 %) estimaient que durant la période de fermeture, leur
enfant et d’une enfant disposait d’un accès suffisant à la technologie pour soutenir l’apprentissage
régression dans le en ligne. Cependant, les répondants du Nord de l’Ontario étaient huit fois
développement plus susceptibles que leurs vis-à-vis torontois d’estimer que la bande passante
Internet a constitué un obstacle technologique à l’apprentissage en ligne.
426 PRÉPARATIONÀA unE
PrÉPArAtiOn UNE RENTRÉE
rEntrÉE SCOLAIRE
sCOLAirEREUSSIE
rÉussiEET
EtSÉCURITAIRE
sÉCuritAirE60% Selon une majorité d’aidants (60 %), leur enfant n’a pas suffisamment participé
à l’apprentissage en ligne, une opinion qui s’appliquait davantage aux élèves des
Estimaient que
premiers niveaux (4e année et moins) qu’à ceux des niveaux supérieurs, sauf pour
leur enfant a
la 12e année.
insuffisamment
participé à
l’apprentissage en PlaNIFICaTION de la ReNTRÉe sCOlaIRe
ligne aUTOMNale
Quand on leur demandait quels aspects de la fermeture printanière des écoles
mériteraient d’être conservés pour l’année scolaire à venir, 41 % des aidants
ont répondu que rien ne méritait d’être conservé, et 23 % ont cité la latitude
d’apprendre à la maison ou à l’école. Des aidants ont souligné la nécessité d’une
souplesse dans la participation aux réunions éducatives, 29 % étant d’avis
Aller à l’école
qu’elles devraient avoir lieu en personne, pour les raisons suivantes : meilleure
tous les jours est
communication, questions de confidentialité, meilleure probabilité de tenue des
manifestement le
rencontres, meilleur respect des règles, ou obstacles technologiques aux rencontres
premier choix le plus
populaire parmi virtuelles.
les scénarios de
Aller à l’école tous les jours était clairement le premier choix le plus populaire pour
réouverture
la réouverture, mais les avis divergeaient quant aux autres scénarios. La fréquentation
Les aidants ont besoin scolaire par blocs de semaines était une option moins prisée. Les choix des aidants
de souplesse dans étaient influencés par leurs préoccupations relatives à la sécurité COVID-19, au besoin
la participation aux de routine, de cohérence et de prévisibilité dans l’horaire scolaire et à l’importance
rencontres éducatives
d’uniformiser l’horaire de tous les enfants du ménage pour atténuer le stress familial.
Parmi les possibles inquiétudes entourant la fréquentation physique de l’école par
POUR LA RENTRÉE : leur enfant, la plupart des aidants se préoccupaient grandement de la négociation
LES PARENTS SE des interactions sociales. Leurs principales inquiétudes à ce chapitre étaient le
PRÉOccUPENT respect par l’enfant des règles de sécurité COVID-19 (46 %) et la gestion de la
NOTAmmENT dU transition à l’école par l’enfant (28 %), y compris les problèmes de santé mentale et
RESPEcT dES RègLES les situations sociales. Selon les aidants, 32 % des enfants ont exprimé de l’anxiété
dE SÉcURITÉ cOVId-19 quant à l’éventualité d’une rentrée scolaire physique en septembre, une anxiété
ET dE LA gESTION dE motivée par les risques ou les restrictions entourant la COVID-19 ou par un retour
LA TRANSITION à l’école après une longue absence.
LES mOTIFS
Pour ce qui est de réussir la transition de retour à l’école, le facteur de réussite
d’ANxIÉTÉ dES le plus souvent cité était l’accroissement des soutiens en milieu scolaire, suivi de
ENFANTS PORTENT l’élaboration d’un plan de transition personnalisé. Certains aidants ont mentionné
SUR LES RISqUES la nécessité d’être clairement informés avant la rentrée pour pouvoir bien préparer
ET RESTRIcTIONS et appuyer l’enfant. Un certain nombre de parents ont souligné à quel point la
ENTOURANT LA COVID-19 a exacerbé la nécessité déjà criante de bonifier les soutiens internes
cOVId-19 ET SUR LE et d’autoriser le recours aux soutiens externes pour favoriser l’apprentissage, le
RETOUR APRèS UNE développement des compétences, le comportement et la santé mentale durant la
LONgUE ABSENcE période de transition.
AutismEontario
autismE OntAriO
275PRINCIPales leÇONs TIRÉes eT
ReCOMMaNdaTIONs
La fermeture
a entraîné des
régressions
» Lalourde
fermeture printanière des écoles a accru la charge de travail déjà
des aidants et le stress qu’ils ressentent en prenant soin de
inquiétantes dans le
leur enfant et en veillant à son éducation, et elle s’est traduite par des
développement social
et le cheminement régressions inquiétantes dans le développement social et le cheminement
scolaire des enfants scolaire des enfants.
» Les obstacles d’ordre technologique, dont une faible bande passante
Internet, sont nettement supérieurs dans le Nord de l’Ontario. Les plans de
Les restrictions de soutien au téléapprentissage doivent en tenir compte.
bande passante sont le
plus marquées dans le
Nord de l’Ontario
» Ildesfautparents
faire preuve de souplesse dans les modalités de participation
aux rencontres éducatives, pour tenir compte de leurs
préférences et de leurs besoins quant au mode présentiel ou virtuel.
La sécurité » Illessera important de prendre en compte la sécurité COVID-19 pour calmer
inquiétudes des aidants et des enfants entourant le retour à l’école.
cOVId-19 est un
motif d’anxiété
chez les parents et
» Ladesréussite de la transition de retour à l’école passe par l’accroissement
soutiens et des services en milieu scolaire et l’établissement de plans
les enfants
de transition personnalisés pour chaque enfant.
» Les scénarios de réouverture doivent prendre en compte les besoins
particuliers et variés des familles d’enfants autistes, comme la nécessité
La réussite de
d’uniformiser l’horaire de tous les enfants du ménage pour atténuer le
la transition
implique un stress familial.
accroissement des
soutiens scolaires » Pour de nombreux enfants, les plans devront favoriser la routine, la
cohérence et la prévisibilité dans les horaires.
et l’élaboration de
plans de transition
personnalisés
» Lales pandémie de COVID-19 a exacerbé la nécessité déjà criante de bonifier
soutiens internes et d’autoriser le recours aux soutiens externes
pour chaque
pour favoriser l’apprentissage, le développement des compétences, le
enfant
comportement et la santé mentale.
28 PRÉPARATION A UNE RENTRÉE SCOLAIRE REUSSIE ET SÉCURITAIREINTRODUCTION
Autisme Ontario accorde une grande importance aux points de vue exprimés sur divers sujets par toutes les
parties prenantes de la communauté de l’autisme. Dans notre sondage provincial 2018 mené auprès d’adultes
autistes et de familles d’enfants autistes, l’éducation figurait en tête des cinq grandes priorités sur lesquelles
il conviendrait de cibler davantage l’action revendicatrice en Ontario. Pour cette raison, Autisme Ontario a
décidé, pour l’édition 2020 du sondage provincial, de consulter les aidants naturels sur les questions relatives
à l’éducation. Les sondages des prochaines années porteront sur les autres thèmes prioritaires et les points
de vue des groupes concernés. En raison des extraordinaires perturbations entraînées par la pandémie de
COVID-19, Autisme Ontario a rajusté le point de mire et la longueur de ce qui s’annonçait initialement
comme une enquête plus approfondie sur l’éducation.
Ce sondage, intitulé Préparation à une rentrée scolaire réussie et sécuritaire, visait à consulter les parents
ou les aidants des enfants et des adolescents autistes ontariens qui fréquentent le système scolaire sur deux
choses :
• L’expérience vécue durant la fermeture printanière des écoles attribuable à la pandémie de COVID-19;
• Leurs préoccupations et leurs opinions entourant la rentrée scolaire de l’automne, dans le contexte de la
COVID-19
Autisme Ontario a conçu le sondage avec l’apport des partenaires et des parties prenantes. Le cœur du
sondage comprenait 27 questions (s’il était rempli pour un enfant). Les aidants étaient priés de répondre à un
tronc commun de 19 questions pour chaque enfant autiste scolarisé, et ils pouvaient répéter le processus pour
trois enfants au maximum s’ils s’occupaient de plus d’un enfant.
Le sondage pouvait être rempli exclusivement en ligne, en français ou en anglais, pendant la semaine du 6 au
13 juillet. Autisme Ontario a diffusé le sondage sous forme de lien librement accessible, par l’entremise de ses
voies de communication et avec l’aide de nombreuses organisations partenaires. Les questionnaires incomplets
ou invalides ont été exclus avant l’analyse des réponses. Puisqu’une partie des répondants n’ont pas répondu à
toutes les questions, le nombre de réponses données est indiqué pour la plupart des questions.
Remerciements
Autisme Ontario remercie d’abord et avant tout les aidants qui ont pris le temps de répondre à ce sondage. Nous
souhaitons également reconnaître la contribution de toutes les personnes qui ont participé à l’élaboration du sondage, à
l’analyse des données ainsi qu’à la conception et à la rédaction du rapport1 : Cathy White, Stephen Gentles, Suzanne
Murphy, Michael Cnudde, Jessica Bethel, Layne Verbeek, Vanessa Coens, Erin Nightingale, Ishmeet Kaur, Aqdas Malik,
Laura Webb, Andrea Armstrong, Carrie White, Estefania Ramirez-Tello et Margaret Spoelstra.
1 Citer comme suit : Gentles SJ, White C, Murphy S, Cnudde M, Bethel J et Spoelstra M. Préparation à une rentrée scolaire réussie et
sécuritaire : Constats du sondage 2020 d’Autisme Ontario sur l’éducation [Rapport]. Toronto (Ont.) : Autisme Ontario; juillet 2020.
AutismE OntAriO
autismE ontario 297You can also read
