Apprenants neurodivergents

Titre original en anglais : Neurodivergent Learners

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Keates, N. & Waldock, K. E. (2024). Neurodivergent Learners. In Advances in Educational Technologies and Instructional Design (pp. 19-46). IGI Global. https://doi.org/10.4018/979-8-3693-0868-4.ch002

Date de publication: 11/03/2024 Ajout dans AutiHub: 07/07/2026 Type: Chapitre de livre 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. Nathan Keates
  2. Krysia Emily Waldock *

Résumé

Un nombre croissant d'etudiants de l'enseignement superieur sont neurodivergents, ce qui faconne et remet en question les pratiques d'enseignement du personnel dans l'enseignement superieur. Ce chapitre cherche a exposer pourquoi le personnel de l'enseignement superieur devrait repondre aux besoins des etudiants neurodivergents, et comment cela peut etre fait. Ce chapitre commence par presenter la relation entre la biodiversite et la neurodiversite, et des definitions sont fournies pour la neurodiversite et les termes associes. Deuxiemement, les obstacles auxquels les etudiants neurodivergents peuvent etre confrontes sont explores. Enfin, la conception universelle de l'apprentissage est presentee comme un moyen de mettre en oeuvre des pratiques inclusives et accessibles, avec des exemples clairs de la maniere dont cela se rapporte aux apprenants neurodivergents. Le chapitre rapporte de maniere thematique les besoins des apprenants neurodivergents sur la base a la fois des connaissances et de l'experience des auteurs, ainsi que de celles d'autres etudiants neurodivergents. Les themes examines sont la communication, l'assistance technologique, le fait d'etre previsible et de repondre aux attentes, la normalisation des besoins de chacun (ou plutot, normaliser la neurodivergence).

An increasing number of students in higher education are neurodivergent, shaping and challenging the practices of how staff teach in higher education. This chapter seeks to outline why higher education staff should meet the needs of neurodivergent students, and how this can be done. This chapter begins by outlining the relationship between biodiversity and neurodiversity, and definitions are provided for neurodiversity and related terms. Second, barriers neurodivergent students may face are exlored. Finally, universal design for learning is presented as a vehicle for inclusive and accessible practice, with clear examples of how this relates to neurodivergent learners. The chapter thematically reports the needs of neurodivergent learners based on both the knowledge and experience of the authors, as well as from other neurodivergent students. The themes are considered communication, technological assistance, being predictable and meeting expectations, normalising everyone's needs (or rather, normalise neurodivergence).

Bibliographie citée par cette référence

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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
148
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
25 / 148 (16,9 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
40 / 383 (10,4 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 40 / 153 (26,1 %). Auteurices cité·es distinct·es identifié·es comme autistes : 25 / 340 (7,4 %).
Occurrences citées rattachées à la base AutiHub
153 / 383 (39,9 %)
Auteurices cité·es distinct·es rattaché·es : 116 / 340 (34,1 %)
Occurrences rattachées, non identifiées comme autistes
113 / 153 (73,9 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 113 / 383 (29,5 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 91 / 116 (78,4 %).
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