Une analyse réflexive sur la neurodiversité et le bien-être des étudiants

Titre original en anglais : A Reflective Analysis on Neurodiversity and Student Wellbeing

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Spaeth, E. & Pearson, A. (2023). A Reflective Analysis on Neurodiversity and Student Wellbeing. Journal of Perspectives in Applied Academic Practice, 11(2), 109-120. https://doi.org/10.56433/jpaap.v11i2.517

Date de publication: 05/07/2023 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Elliott Spaeth
  2. Amy Pearson *

Résumé

Alors que le nombre d'étudiants neurodivergents entrant dans l'enseignement supérieur augmente, il est essentiel de comprendre comment offrir une expérience éducative inclusive qui favorise un bien-être positif. Dans cette analyse réflexive, nous nous appuyons sur notre position d'universitaires neurodivergents ainsi que sur des théories et publications pertinentes afin de favoriser la compréhension et de fournir des stratégies pratiques à ceux qui soutiennent les étudiants neurodivergents. Nous soulignons l'importance de remettre en question les présupposés normatifs concernant les comportements attendus des étudiants en matière d'apprentissage, ainsi que l'incidence négative que ces présupposés peuvent avoir sur les étudiants neurodivergents. Nous proposons ensuite plusieurs stratégies pratiques pouvant être utilisées pour développer des pratiques plus inclusives, en nous appuyant sur des principes intégrés dans une approche de Conception universelle de l'apprentissage.

With the number of neurodivergent students entering Higher Education increasing, it is essential that we understand how to provide an inclusive educational experience which facilitates positive wellbeing. In this reflective analysis we draw upon our position as neurodivergent academics alongside relevant theory and literature to foster understanding and provide practical strategies for those supporting neurodivergent students. We emphasise the importance of questioning normative assumptions around expected student learning behaviours, and the negative impact that these assumptions can have upon neurodivergent students. We then provide several practical strategies that can be used to develop more inclusive practice, drawing upon principles embedded within a Universal Design for Learning approach.

Bibliographie citée par cette référence

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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
46
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
10 / 46 (21,7 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
17 / 135 (12,6 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 17 / 62 (27,4 %). Auteurices cité·es distinct·es identifié·es comme autistes : 15 / 123 (12,2 %).
Occurrences citées rattachées à la base AutiHub
62 / 135 (45,9 %)
Auteurices cité·es distinct·es rattaché·es : 50 / 123 (40,7 %)
Occurrences rattachées, non identifiées comme autistes
45 / 62 (72,6 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 45 / 135 (33,3 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 35 / 50 (70,0 %).
1 entrée de bibliographie citée n’a pas pu être entièrement enrichie à partir des métadonnées DOI.
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