Construire des ponts pour les élèves doublement exceptionnels : une étude de cas dans une école secondaire

Titre original en anglais : Building Bridges for Twice-Exceptional Students: A Case Study in a Secondary School

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Lawson, A. P., White, J., & Williams, P. J. (2025). Building Bridges for Twice-Exceptional Students: A Case Study in a Secondary School. Education Sciences, 15(9), 1260. https://doi.org/10.3390/educsci15091260

Publication date: 19/09/2025 Ajout dans AutiHub: 16/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Alexandra Pauline Lawson
  2. Jia White *
  3. P. John Williams

Résumé

Les élèves doublement exceptionnels (2e), ceux qui sont à la fois surdoués et présentent des difficultés d'apprentissage, sont souvent négligés dans les contextes éducatifs ordinaires. Cet article rend compte d'une étude de cas qualitative menée dans une école secondaire d'Australie-Occidentale, explorant les expériences de collaboration d'un élève 2e, de ses éducateurs et de sa mère. Guidée par le paradigme de la neurodiversité et une approche fondée sur les forces, cette étude a impliqué l'élève, sa mère et les éducateurs dans la coconception de pratiques répondant aux difficultés de l'élève tout en tirant parti de ses intérêts et de ses capacités. Les données ont été recueillies au moyen d'entretiens semi-structurés, de questionnaires, de correspondance écrite, d'échantillons de travaux et de l'analyse de rapports scolaires et de spécialistes. Bien que l'étude ait montré que des pratiques personnalisées élaborées en collaboration peuvent améliorer l'engagement et le bien-être des élèves, elle a également révélé des difficultés pratiques, notamment des contraintes de temps, une rigidité systémique et une compréhension limitée des élèves 2e par le personnel. Cette étude a démontré la valeur et le potentiel de la recherche menée par les enseignants pour promouvoir une planification éducative sur mesure, fondée sur les forces, pour les élèves 2e, tout en soulignant les difficultés liées à la mise en œuvre de telles approches au sein des structures scolaires traditionnelles.

Twice-exceptional (2e) students, those who are both gifted and experience learning difficulties, are often overlooked in mainstream educational settings. This paper reports on a qualitative case study conducted in a secondary school in Western Australia, exploring the collaborative experiences of one 2e student, their educators, and their mother. Guided by the neurodiversity paradigm and a strengths-based approach, this study engaged the student, their mother, and educators in co-designing practices that addressed the student’s challenges while leveraging their interests and capabilities. Data were collected through semi-structured interviews, questionnaires, written correspondence, work samples, and analysis of school and specialist reports. While the study found that collaboratively developed, personalised practices can enhance student engagement and wellbeing, it also revealed practical challenges, including time constraints, systemic rigidity, and limited staff understanding of 2e students. This study demonstrated the value and potential of teacher-led inquiry in promoting bespoke, strengths-based educational planning for 2e students, while highlighting the challenges of implementing such approaches within traditional school structures.

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Références citées
64
Avec un DOI
31
Sans DOI, à partir du texte brut de la bibliographie
33
1 / 64 (1,6 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
27 / 64 (42,2 %)
Références avec noms d’auteurices détectés
37 / 64 (57,8 %)
Sans nom d’auteurice détecté
27
Sans titre structuré
25
Sans identifiant stable
33
Références avec noms bruts d’auteurices restant à vérifier
26
Références avec problème de récupération des métadonnées externes
0
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Noms d’auteurices détectés dans la bibliographie citée
79
À partir du DOI ou de métadonnées externes
79
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
46
8 / 79 (10,1 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 71 / 79 (89,9 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
1 / 79 (1,3 %)
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 : 1 / 8 (12,5 %). Personnes distinctes identifiées comme autistes : 1 / 73 (1,4 %).
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