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Background: Students with autism spectrum disorder (ASD) are less included within mainstream educational systems. We argued that teachers' attitudes toward their inclusion represent a key factor to understand this issue. Based on previous research showing that teachers are frequently reluctant to include them in mainstream education, we hypothesized that teachers' attitudes could be predicted by the specific difficulties faced by these students. Method: One thousand and sixty-four teachers were asked to express their attitudes toward the inclusion of students with ASD in an online questionnaire. The co-occurring difficulties that students with ASD could face were experimentally manipulated through brief information depicting five specific set of difficulties. Results: Teachers expressed more positive attitudes toward the inclusion of students with ASD with no difficulties, in comparison with those with behavioral difficulties, behavioral and cognitive difficulties, or those for whom difficulties were not specifiedthe control condition. Unexpectedly, teachers were not more positive regarding the inclusion of students with ASD with no difficulties in comparison with those with cognitive difficulties. Conclusions: Without specific information, it seems that teachers spontaneously associated ASD with behavioral difficulties and that teachers' attitudes were the most negative for students facing such difficulties (regardless of the presence or absence of cognitive difficulties). Nonetheless, by also suggesting that attitudes toward the inclusion of these students can be positive, these results seem to corroborate that the use of broader categories like "students with ASD" could be discussed.

Face à la diversité des besoins et des difficultés vécues par les étudiants pour réussir dans l’université française, en particulier ceux en situation de handicap, notre étude s’intéresse à l’approche de la conception universelle de l’apprentissage comme démarche pédagogique favorisant des parcours universitaires réussis. Cette recherche analyse les pratiques pédagogiques qui paraissent favorables aux enseignants-chercheurs pour prendre en compte l’hétérogénéité des besoins des étudiants, notamment des étudiants en situation de handicap. Il s’agit également d’avoir une meilleure connaissance des pratiques pédagogiques actuelles à l’Université de Strasbourg en matière de prise en compte des difficultés rencontrées par les étudiants.

National audience; La problématique de la réussite académique des étudiants dans l’université française interroge tout à la fois la question des publics et celles des actions mises en œuvre dans les établissements pour favoriser l’optimisation des parcours d’apprentissage et d’études. Dans une approche inclusive, le défi est de pouvoir accompagner tous les profils d’étudiants selon leurs besoins et leurs attentes, et en particulier ceux des étudiants en situation de handicap – déclarée ou non. Les effets des politiques en faveur de l’inclusion scolaire (Loi n° 2005-102 du 11 février 2005 pour l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées, 2005) semblent cependant encore peu perçus et appropriés par les acteurs de l’enseignement supérieur, notamment en matière de pédagogie. Nous nous proposons de présenter deux études menées à l’université de Strasbourg sur cette question. La première interroge les opinions que portent les étudiants en situation de handicap sur les leviers et les freins de leur réussite académique. Cette étude montrent qu’ils identifient les pratiques pédagogiques à la fois comme essentielles à leur réussite et comme causes de leurs difficultés quand ces pratiques ne sont pas adaptées (Desanges, 2017). Notre deuxième étude s’intéresse aux pratiques pédagogiques qui paraissent favorables aux enseignants-chercheurs pour prendre en compte l’hétérogénéité des besoins des étudiants, notamment des étudiants en situation de handicap. Elle vise également à avoir une meilleure connaissance des pratiques pédagogiques actuelles en matière de prise en compte des difficultés rencontrées par les étudiants. L’étude fait apparaître une forte reconnaissance des besoins des étudiants et de la légitimité de leurs attentes. Elle révèle en même temps une assez rare prise en compte dans la pratique des situations spécifiques rencontrées en classe.

Objectives This article examines whether sports practice can influence the stereotype content associated with people with physical disability from the viewpoint of people without disability. Design Both implicit and explicit stereotypes were assessed for people with disability compared with people without disability (Study 1), people with disability who engage in sport compared with people without disability (Study 2), and people with disability who engage in sport compared with people with disability (Study 3). Method Participants (NStudy1 = 57, NStudy 2 = 61, NStudy 3 = 63) performed a warmth-Implicit Association Test and a competence-Implicit Association Test and were asked to rate how strongly they associated a series of warmth and competence traits with one or the other group of people. Results In Study 1, people with disability were implicitly associated with less positivity and explicitly associated with higher warmth but lower competence than people without disability. The same results were found in Study 2. In Study 3, people with disability who engage in sport were explicitly associated with higher warmth and competence than people with disability but this result failed to emerge at an implicit level. Conclusions The influence of practicing sport on the stereotype content associated with people with physical disability seems less consistent than has been assumed thus far. The results suggest the need for further study of the implicit stereotype content concerning people with disability and the types of information that might weaken the link between disability and negativity.

Positive judgments on the Self are good predictors of academic achievement. It could be useful to benefit from an instrument able to assess how pupils elaborate self-judgments. So far, such a tool does not exist. The purpose of the present study was to develop a self-report measure of social judgment for children at school (the School Social Judgment Scale—SSJS). 660 pupils completed a questionnaire addressing 12 socio-academic behaviors. An exploratory factor analysis highlighted a four-factor structure of social judgment (Assertiveness, Competence, Effort and Agreeability). A Confirmatory Factor Analysis (CFA) provided further support for this model, both in terms of factorial and construct validity. Reliability ranged from questionable to good depending on SSJS subscales. Multigroup CFA revealed invariance of the SSJS across gender and showed that boys had higher scores than girls for the assertiveness scale. Overall, the SSJS represents an efficient tool to better understand how social judgment for children works. As such, it could assist professionals of education to develop suitable educational support to assist poorly performing children at school.

International audience; Building on the two fundamental dimensions of social judgment distinguishing communion from agency, the purpose of the present work was to show that the strength of the relationship between social status and agency depends on specific component at issue: assertiveness, competence and effort. Four experimental studies were conducted using two complementary paradigms. In Studies 1 and 2, we manipulated social status and participants had to rate the target on competence, assertiveness, and effort. In Studies 3 and 4, we reversed the design. Results consistently showed that social status was primarily related to assertiveness, somewhat related to competence, and only slightly related to effort. The present research provides a better understanding of how the dimensions of social judgment are used to explain differences in social status.

Focusing on the two fundamental dimensions underlying stereotype content (warmth/competence), the major aim of the present research was to test implicit stereotyping toward persons with disability. We hypothesized that persons with disability are associated with less warmth than persons without disability and with less competence, especially when a competence-relevant context is activated (work context). Three experimental studies were conducted using two different priming paradigms: conceptual priming (Study 1) and evaluative priming (Studies 2 and 3). In Study 3, context (work vs. control) was introduced as an additional factor. Our results showed that persons with disability were systematically associated with less warmth than persons without disability, and with less competence when priming a work context. These results provide a more comprehensive understanding of discriminatory behaviors toward people with disability, despite legislation promoting equal rights.

En référence aux modèles actuels dans le domaine du jugement social, l’objectif de ce travail est d’analyser comment les personnes en situation de handicap sont jugées dans un contexte éducatif (Étude 1) et professionnel (Étude 2). Les participants sans handicap devaient évaluer des personnes avec ou sans handicap, sur des traits reflétant les principales dimensions du jugement social. Les résultats ont montré que les personnes avec handicap sont systématiquement jugées plus positivement sur la dimension de l’effort que sur la dimension de la compétence, alors que le pattern inverse a été observé pour les personnes sans handicap. Par ailleurs, la cible présentée avec handicap se voit attribuer un statut social moins élevé que la cible sans handicap. Ces résultats sont discutés au regard des actions à mettre en place pour favoriser l’inclusion sociale.

Abstract. This study tested the effect of voter’s political orientation on the importance they placed on agency, competence, morality, and sociability as qualities required for being President of the French Republic. It furthermore assessed the participants’ judgments of the five main candidates of the French Presidential Election of 2012 on those dimensions. The results showed that, compared to left-wing voters, right-wing voters placed greater importance on agency and less importance on morality and sociability as qualities required for being president. Right-wing voters differentiated between candidates with respect to agency more than competence, whereas the reverse pattern was observed for left-wing voters. Voters differentiated between candidates with respect to morality as much as sociability. Finally, the participants’ ratings of candidates showed a partisan effect: Left-wing voters rated left-wing candidates as being more competent, moral, and sociable, the same being true of right-wing candidates by right-wing voters. Ratings of candidates’ agentic qualities were less dependent on the voter’s political orientation. These data provide support for how people perceived qualities necessary for being President in France.

International audience