« Hurler devant le plateau de Scrabble » : exploration de la littérature en classe depuis un point de vue autistique

Titre original en anglais : “Howling at the scrabble-board”: exploring classroom literature from an autistic viewpoint

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.

À propos de la mention auteur·ice autiste

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Lawrence, C., Celia *, Collyer, E., & Poulson, M. (2020). “Howling at the scrabble-board”: exploring classroom literature from an autistic viewpoint. English in Education, 55(2), 164-176. https://doi.org/10.1080/04250494.2020.1801345

Publication date: 07/08/2020 Ajout dans AutiHub: 10/09/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Texte intégral Source OpenAlex

Cette publication est intégrée dans AutiHub via :

Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Clare Lawrence
  2. Celia * *
  3. Edward Collyer
  4. Melissa Poulson

Résumé

À ce jour, il y a eu peu de discussions sur la manière dont l’autisme peut affecter l’expérience de la lecture de fiction chez les élèves en classe, autrement qu’à travers un modèle du déficit. L’une des chercheuses de cette étude (« Celia ») se forme pour devenir enseignante d’anglais dans le secondaire et s’identifie comme autiste. Son expérience apporte une compréhension enrichie du sujet et permet de mener l’étude conformément aux bonnes pratiques de la recherche sur l’autisme. Ses expériences sont explorées au regard des concepts de théorie de l’esprit, de régulation empathique, de conscience linguistique et de biais de traitement local plutôt que global. Les incidences sur la gestion d’un engagement authentique envers les textes pour tous les élèves sont examinées, ainsi que des questions spécifiques destinées aux enseignants concernant le soutien approprié aux réactions des élèves autistes à la fiction — et leur valorisation.

There has, to date, been little discussion of how autism may affect the experience of the reading of fiction for pupils in the classroom, other than through a deficit model. One of the researchers in this study (“Celia”) is training to be a secondary school English teacher and identifies as autistic. Her experience provides an enriched understanding of the subject and enables the study to be undertaken in line with best practice for autism research. Her experiences are explored within the concepts of Theory of Mind, empathic regulation, language awareness and local rather than global processing bias. Impact on managing authentic engagement with texts for all pupils is discussed, together with specific questions for teachers regarding appropriate support for – and celebration of – autistic pupils’ reactions to fiction.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

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 : 13/09/2026 01:05.

Références citées
58
Avec un DOI
38
Sans DOI, à partir du texte brut de la bibliographie
18
3 / 58 (5,2 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
4 / 58 (6,9 %)
Références avec noms d’auteurices détectés
54 / 58 (93,1 %)
Sans nom d’auteurice détecté
4
Sans titre structuré
3
Sans identifiant stable
14
Références avec noms bruts d’auteurices restant à vérifier
3
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
126
À partir du DOI ou de métadonnées externes
126
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
3
31 / 126 (24,6 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 95 / 126 (75,4 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
6 / 126 (4,8 %)
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 : 6 / 31 (19,4 %). Personnes distinctes identifiées comme autistes : 6 / 118 (5,1 %).
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