| Summary: | The aim of this article is to present a study showing how specialised educators build and maintain a psycho-socio-educational relationship with autistics. The challenge for the ergonomist was to describe this activity in what appears to be a constantly shifting context and to take this need for change into account as the situation altered. Supporting the autistics is regarded as a “supra-objective” which the educators must aim to reach. It encompasses three basic periods (initiating the relationship, developing autonomy and ending the relationship). Three preparatory phases for the individuals (breakfast, nursing, leaving for work) are studied through this model. The educators’ work seems to be a compromise between the aim of supporting the autistics and their own highly variable daily schedules, which means they must continually adjust their activities. Our analysis demonstrates that the quality of the relationship between specialised educators and autistics is decisive for the quality of the care and, more generally, for ensuring that the morning’s activities go smoothly. The recommendations made take the specific nature of the relationship into account. Finally, after a discussion of this approach, the conclusion considers the difficulties faced by ergonomists working in this kind of area.
|
|---|
