GRANDIR ENSEMBLE: Preschool Inclusion and Attitudes Toward Autism
The impact of inclusive preschool programs on children's attitudes and interactions
Conducted in the Auvergne region with Stella Tsamitrou, and supported by the IMPULSION funding scheme from Université Clermont-Auvergne, GRANDIR ENSEMBLE evaluates the effectiveness of inclusive preschool programs — specifically autism-focused inclusion units (UEMA).
The project takes a developmental approach, examining typically developing children aged 3 to 6 for their attitudes toward autism and social behaviors toward peers with ASD. By comparing schools with and without UEMA units, it analyzes how inclusive contexts shape children’s social representations of disability.
It includes two complementary components: a cross-sectional study on attitudes and behavioral intentions, and a longitudinal study of social interactions in ecological settings. The expected findings will help document the effects of inclusive schooling from early childhood on, and contribute to educational recommendations.