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 · ISBN : 9798337363509

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 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 : 28/10/2026 01:01.

Références citées
81
Avec un DOI
56
Sans DOI, à partir du texte brut de la bibliographie
20
10 / 81 (12,3 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
19 / 81 (23,5 %)
Références avec noms d’auteurices détectés
72 / 81 (88,9 %)
Sans nom d’auteurice détecté
9
Sans titre structuré
18
Sans identifiant stable
18
Références avec noms bruts d’auteurices restant à vérifier
7
Références avec problème de récupération des métadonnées externes
3
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
202
À partir du DOI ou de métadonnées externes
202
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
8
40 / 202 (19,8 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 162 / 202 (80,2 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
13 / 202 (6,4 %)
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 : 13 / 40 (32,5 %). Personnes distinctes identifiées comme autistes : 11 / 199 (5,5 %).
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