« Survivants de verre de mer » : témoignages autistiques sur les expériences éducatives

Titre original en anglais : ‘Sea‐glass survivors’: Autistic testimonies about education experiences

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Shepherd, J., Sutton, B. S., Smith, S., & Szlenkier, M. (2024). ‘Sea‐glass survivors’: Autistic testimonies about education experiences. British Journal of Special Education, 51(2), 142-155. https://doi.org/10.1111/1467-8578.12506

Date de publication: 05/02/2024 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
Source OpenAlex Source éditeur (DOI) Texte intégral

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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
3 / 4 (75,0 %)
  1. Jacqui Shepherd
  2. Beth S. Sutton *
  3. Simon Smith *
  4. Marysia Szlenkier *

Résumé

Résumé Cet article est différent. Des témoignages originaux sont reproduits, dans leur intégralité, de trois adultes autistes qui réfléchissent à leurs expériences éducatives. Ces récits ont évolué à partir d’un webinaire qui explorait la « voix » autistique à travers des présentations de recherche et des expériences vécues, et cet article coécrit cherche à communiquer ces réflexions à un public plus large. Les témoignages sont réunis, interprétés et analysés à travers le prisme du modèle social du handicap, révélant les systèmes capacitistes dans lesquels ces adultes ont dû évoluer. Tous partagent le défi d’essayer de s’intégrer dans un système éducatif construit socialement et neuronormativement, en faisant l’expérience de la marginalisation, d’un manque de compréhension et d’un manque de soutien approprié. Cependant, les trois auteurs apparaissent comme plus que des « survivants de verre de mer », altérés et usés, ayant développé des stratégies de survie, mais démontrent leur détermination à améliorer la vie de ceux qui suivront dans leur sillage. Cet article attire l’attention sur la nécessité d’écouter plus fréquemment les personnes autistes, mais, plus important encore, de les impliquer en tant qu’architectes du changement pour l’avenir. L’article a été coconstruit par trois personnes autistes, qui s’identifient comme neurodivergentes, dans le cadre d’échanges et d’une collaboration avec l’auteure principale, qui est une alliée de l’autisme, chercheuse sur l’autisme et l’éducation, et mère d’un fils autiste.

Abstract This article is different. Original testimonies are reproduced, in full, from three autistic adults who reflect on their education experiences. These accounts evolved from a webinar which explored autistic ‘voice’ through research presentations and lived experiences, and this co‐authored article seeks to communicate these reflections to a wider audience. The testimonies are brought together, interpreted and analysed through the lens of the social model of disability exposing the ableist systems in which these adults had to operate. All share the challenge of trying to fit in to a socially, neuronormatively constructed education system, experiencing marginalisation, lack of understanding and lack of appropriate support. However, all three writers emerge as more than ‘sea‐glass survivors’, weathered and worn, having developed survival strategies, but demonstrate their determination to improve lives for those who follow in their wake. This article draws attention to the need to listen to autistic people more frequently, but more importantly to involve them as architects of change for the future. The article was co‐created by three autistic people, who identify as neurodivergent, in discussion and collaboration with the lead author who is an autism ally, autism and education researcher, and parent to an autistic son.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

Vue d’ensemble de l’inclusion dans la bibliographie

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
67
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
13 / 67 (19,4 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
24 / 135 (17,8 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 24 / 63 (38,1 %). Auteurices cité·es distinct·es identifié·es comme autistes : 19 / 120 (15,8 %).
Occurrences citées rattachées à la base AutiHub
63 / 135 (46,7 %)
Auteurices cité·es distinct·es rattaché·es : 52 / 120 (43,3 %)
Occurrences rattachées, non identifiées comme autistes
39 / 63 (61,9 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 39 / 135 (28,9 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 33 / 52 (63,5 %).
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