Les programmes d'etudes peuvent ne pas s'appliquer : des exceptions « anormales » repondent au programme d'etudes

Titre original en anglais : Curricula May Not Apply: “Abnormal” Exceptions Speak Back to the Curriculum

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Rudkin, G., Warrington, K. L., Wilson, E., Iley, B., & Zisk, A. H. (2025). Curricula May Not Apply: “Abnormal” Exceptions Speak Back to the Curriculum. Teaching of Psychology, 53(2), 141-150. https://doi.org/10.1177/00986283251328986

Date de publication: 13/04/2025 Ajout dans AutiHub: 07/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
5 / 5 (100,0 %)
  1. George Rudkin *
  2. Kayleigh L. Warrington *
  3. Emma Wilson *
  4. Bethan Iley *
  5. Alyssa Hillary Zisk *

Résumé

Introduction L'elaboration de programmes d'etudes de psychologie anti-validistes exige une approche a l'echelle de l'ensemble du systeme qui favorise l'inclusion et valorise les connaissances a tous les niveaux. En tant que collectif de chercheurs autistes, nous avons examine comment les structures actuelles des programmes d'etudes entravent l'inclusivite. Enonce du probleme Tant historiquement qu'actuellement au sein de la recherche, la psychologie neurodivergente est largement isolee sous la psychologie anormale. Cette segregation se propage dans l'enseignement, ou les enseignants presentent la psychologie occidentale, instruite, industrialisee, riche, democratique et non handicapee (WEIRDA) comme la psychologie humaine, excluant implicitement les autres de l'humanite. Revue de la litterature La litterature souligne que la psychologie se centre sur une vision de la neurodivergence fondee sur le modele medical, une perspective en contradiction avec les points de vue des personnes neurodivergentes. Comprendre la neurodivergence uniquement en fonction de la maniere dont ces groupes different des normes WEIRDA renforce les stereotypes et les representations des personnes neurodivergentes. Implications pour l'enseignement La prise en compte de la neurodiversite dans les programmes d'etudes de psychologie devrait etre mise a jour conformement aux recherches favorables a la neurodiversite, et la psychologie WEIRDA devrait etre designee avec exactitude. Les voix du personnel et des etudiants neurodivergents devraient etre refletees dans le contenu des programmes d'etudes. La psychologie neurotypique et neurodivergente devrait etre abordee ensemble au sein des sujets. Conclusion Presenter la psychologie WEIRDA comme la psychologie humaine s'oppose directement aux objectifs d'un programme d'etudes de psychologie anti-validiste. Nous recommandons des mesures concretes pour reduire l'exclusion et la segregation des voix marginalisees et, par consequent, soutenir un changement significatif.

Introduction Developing antiableist psychology curricula requires a system-wide approach that promotes inclusion and values knowledge at all levels. As a collective of autistic researchers, we explored how current curriculum structures impede inclusiveness. Statement of the Problem Both historically and currently within research, neurodivergent psychology is largely segregated under abnormal psychology. This segregation pervades into teaching, where educators position Western, Educated, Industrialized, Rich, Democratic, and Abled (WEIRDA) psychology as human psychology, implicitly excluding others from humanity. Literature Review Literature highlights that psychology centers on a medical model view of neurodivergence, a perspective at odds with the views of neurodivergent people. Understanding neurodivergence only regarding how these groups differ from WEIRDA norms reinforces stereotypes and understandings of neurodivergent people. Teaching Implications Consideration of neurodiversity within psychology curricula should be updated in line with neurodiversity-affirming research, with WEIRDA psychology named accurately. The voices of neurodivergent staff/students should be reflected in curriculum content. Neurotypical and neurodivergent psychology should be addressed together within topics. Conclusion Positioning WEIRDA psychology as human psychology directly opposes the aims of an antiableist psychology curriculum. We recommend actionable steps to reduce the exclusion and segregation of marginalized voices and, therefore, support meaningful change.

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
95
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
16 / 95 (16,8 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
29 / 217 (13,4 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 29 / 66 (43,9 %). Auteurices cité·es distinct·es identifié·es comme autistes : 22 / 208 (10,6 %).
Occurrences citées rattachées à la base AutiHub
66 / 217 (30,4 %)
Auteurices cité·es distinct·es rattaché·es : 58 / 208 (27,9 %)
Occurrences rattachées, non identifiées comme autistes
37 / 66 (56,1 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 37 / 217 (17,1 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 36 / 58 (62,1 %).
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