Les étudiants comme nos meilleures ressources

Titre original en anglais : Students as Our Best Resources

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Dymond, K. (2025). Students as Our Best Resources. In Collaborative Strategies for Designing Neuroinclusive College Campuses (pp. 35-86). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-6350-9.ch002

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

Auteur·ices des publications
1
Auteur·ices de la publication identifié·es comme autistes
1 / 1 (100,0 %)
  1. Kara Dymond *

Résumé

Ce chapitre examine les effets du capacitisme et du néolibéralisme sur l'éducation ainsi que le potentiel de transformation au sein de l'enseignement supérieur. L'auteur explore la création d'un cours optionnel dans un programme de formation des enseignants de cycle supérieur, conçu pour remettre en question la neuronormativité et construire de nouvelles possibilités de salles de classe affirmant la neurodiversité avec des candidats enseignants. Les retours des étudiants et le soutien des collègues, dans le cadre d'une enquête collaborative critique continue sur l'accessibilité et la Conception universelle de l'apprentissage (CAST, 2024), ont fondamentalement amélioré le cours. Les effets comprenaient une plus grande attention au soin communautaire, une compréhension accrue de la neuronormativité, une meilleure compréhension du capacitisme, ainsi que la reconnaissance de l'expérience des apprenants et de l'imagination collective comme vecteurs d'apprentissage. Cela a des implications pour les capacités du corps enseignant, du personnel et des établissements à rechercher les points de vue des étudiants neurodivergents, ainsi que pour l'effet d'entraînement de l'amélioration de l'accessibilité pour tous. Des modèles collaboratifs et des pratiques de soutien visant à aider ce travail itératif et réflexif, ainsi que l'importance du soutien institutionnel, sont examinés.

This chapter discusses the impacts of ableism and neoliberalism on education and the potential for transformation within higher education. The author explores the creation of an elective course in a graduate teacher education program designed to challenge neuronormativity and to construct new possibilities for neurodiversity-affirming classrooms with teacher candidates. Student feedback and collegial support as part of an ongoing critical collaborative inquiry on accessibility and Universal Design for Learning (CAST, 2024) fundamentally improved the course. Impacts included greater community care, increased understanding of neuronormativity, greater comprehension of ableism, and recognizing learner experience and collective imagination as conduits of learning. This has implications for the capacities of faculty, staff, and institutions to seek Neurodivergent students' insights, and the ripple effect of improving accessibility for everyone. Collaborative models and supportive practices to aid this iterative, reflexive work and the importance of institutional support are discussed.

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
81
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
8 / 81 (9,9 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
10 / 202 (5,0 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 10 / 32 (31,2 %). Auteurices cité·es distinct·es identifié·es comme autistes : 8 / 199 (4,0 %).
Occurrences citées rattachées à la base AutiHub
32 / 202 (15,8 %)
Auteurices cité·es distinct·es rattaché·es : 30 / 199 (15,1 %)
Occurrences rattachées, non identifiées comme autistes
22 / 32 (68,8 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 22 / 202 (10,9 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 22 / 30 (73,3 %).
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