Intérêts spécifiques et apprentissage académique inclusif : une perspective autistique

Titre original en anglais : Special interests and inclusive academic learning: an autistic perspective

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Boven, F. (2018). Special interests and inclusive academic learning: an autistic perspective. Advances in Autism, 4(4), 155-164. https://doi.org/10.1108/aia-05-2018-0020

Date de publication: 06/09/2018 Ajout dans AutiHub: 05/07/2026 Type: Article 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. Frederik Boven *

Résumé

Objectif De nombreuses personnes ayant une condition du spectre autistique ont un ou plusieurs « intérêts spécifiques », plus restreints, qu’elles poursuivent avec une intensité supérieure à la moyenne. L’objectif de cet article est d’offrir une perspective à la première personne sur l’inclusion des intérêts spécifiques dans l’apprentissage académique. L’article décrit des exemples d’intérêts spécifiques d’étudiants universitaires et propose des recommandations aux enseignants universitaires. Conception/méthodologie/approche L’auteur combine la stratégie émergente consistant à utiliser son propre matériel autobiographique comme objet de recherche avec la méthode plus établie de l’analyse conceptuelle. Résultats L’auteur constate que les intérêts spécifiques peuvent être une source de force académique, mais peuvent aussi entraver l’apprentissage. L’article soutient que l’inclusion des intérêts spécifiques dans l’apprentissage académique est un moyen efficace d’inclure les étudiants autistes dans l’enseignement supérieur, mais qu’elle exige certaines dispositions particulières. Originalité/valeur Les recherches existantes se sont concentrées soit sur les intérêts spécifiques des personnes autistes, soit sur leur inclusion dans l’éducation, mais la combinaison de ces deux questions a rarement été examinée. L’article aborde ce sujet négligé du point de vue interne d’un ancien étudiant autiste qui, après avoir achevé un master de recherche en philosophie, a reçu un diagnostic de syndrome d’Asperger à l’âge de 34 ans. L’auteur combine cette perspective interne avec une connaissance de la théorie et de l’histoire de l’autisme.

Purpose Many people with an autistic spectrum condition have one or more “special interests” which is more restricted, and which they pursue with more than average intensity. The purpose of this paper is to offer a first-person perspective on inclusion of special interests in academic learning. The paper describes examples of special interests of university students and offers recommendations for university teachers. Design/methodology/approach The author combines the emerging strategy of using his own autobiographical material as research object with the more establish method of conceptual analysis. Findings The author finds that special interests can be a source of academic strength, but can also interfere with learning. The paper argues that including special interests in academic learning is an effective way of including students with autism in higher education, but requires some special provisions. Originality/value Existing research has focused either on the special interests of persons with autism or on their inclusion in education, but the combination of these two issues has rarely been considered. The paper addresses this neglected topic from the inside perspective of a former student with autism who, after completing a research master’s in philosophy, was diagnosed with Asperger’s syndrome at age 34. The author combines this inside perspective with knowledge of the theory and history of autism.

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 11:30.

Références citées
53
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
1 / 53 (1,9 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
1 / 75 (1,3 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 1 / 17 (5,9 %). Auteurices cité·es distinct·es identifié·es comme autistes : 1 / 73 (1,4 %).
Occurrences citées rattachées à la base AutiHub
17 / 75 (22,7 %)
Auteurices cité·es distinct·es rattaché·es : 16 / 73 (21,9 %)
Occurrences rattachées, non identifiées comme autistes
16 / 17 (94,1 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 16 / 75 (21,3 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 15 / 16 (93,8 %).
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