Apprenants neurodivergents

Titre original en anglais : Neurodivergent Learners

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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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 la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 02/10/2026 14:04.

Références citées
148
Avec un DOI
108
Sans DOI, à partir du texte brut de la bibliographie
35
32 / 148 (21,6 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
25 / 148 (16,9 %)
Références avec noms d’auteurices détectés
131 / 148 (88,5 %)
Sans nom d’auteurice détecté
17
Sans titre structuré
24
Sans identifiant stable
31
Références avec noms bruts d’auteurices restant à vérifier
16
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
384
À partir du DOI ou de métadonnées externes
384
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
27
184 / 384 (47,9 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 200 / 384 (52,1 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
52 / 384 (13,5 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 52 / 184 (28,3 %). Personnes distinctes identifiées comme autistes : 36 / 338 (10,7 %).
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