Travail de groupe inclusif pour les étudiants neurodivergents

Titre original en anglais : Inclusive Group Work for Neurodivergent Students

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Santhanam, S. p., Gürbüz, E., & VanUitert, V. J. (2025). Inclusive Group Work for Neurodivergent Students. In Collaborative Strategies for Designing Neuroinclusive College Campuses (pp. 237-268). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-6350-9.ch007

Date de publication: 12/08/2025 Ajout dans AutiHub: 06/07/2026 Type: Chapitre de livre Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Siva priya Santhanam
  2. Emine Gürbüz
  3. Victoria J. VanUitert *

Résumé

Le travail de groupe est une pratique omniprésente dans les salles de classe universitaires, mais peu d'attention est accordée à la manière dont il peut être planifié et facilité de façon équitable. Ce chapitre propose une exploration approfondie de stratégies visant à favoriser des expériences de travail de groupe inclusif pour les étudiants neurodivergents, que les éducateurs, les pairs et le personnel universitaire peuvent adopter. Ce chapitre s'appuie sur des recherches explorant les expériences des étudiants neurodivergents dans le travail de groupe, en mettant en évidence les défis particuliers qu'ils rencontrent. Il examine comment la complexité inhérente aux dynamiques de groupe peut créer des difficultés supplémentaires pour les étudiants neurodivergents, rendant souvent le travail de groupe particulièrement exigeant et difficile pour eux. En comprenant les perspectives et les besoins particuliers des étudiants neurodivergents, les éducateurs peuvent créer conjointement des environnements d'apprentissage plus soutenants qui favorisent la réussite académique et l'épanouissement personnel.

Group work is a ubiquitous practice in college classrooms, yet little attention is given to how it can be planned and facilitated in an equitable manner. This chapter proposes a comprehensive exploration of strategies to foster inclusive group work experiences for Neurodivergent students that educators, peers, and university personnel can adopt. This chapter draws on research exploring the experiences of Neurodivergent students in group work, highlighting the unique challenges they encounter. It examines how the inherent complexity of group dynamics can create additional difficulties for Neurodivergent students, often making group work a particularly demanding and challenging experience for them. By understanding the unique perspectives and needs of Neurodivergent students, educators can collaboratively create more supportive learning environments that promote academic success and personal growth.

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
95
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
7 / 95 (7,4 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
14 / 237 (5,9 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 14 / 61 (23,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 11 / 222 (5,0 %).
Occurrences citées rattachées à la base AutiHub
61 / 237 (25,7 %)
Auteurices cité·es distinct·es rattaché·es : 52 / 222 (23,4 %)
Occurrences rattachées, non identifiées comme autistes
47 / 61 (77,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 47 / 237 (19,8 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 41 / 52 (78,8 %).
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