De l'intérieur vers l'extérieur ?

Auteurs

Résumé

Les étudiant·e·s enseignant·e·s du primaire autistes et/ou TDAH font face à davantage d'obstacles à l'achèvement réussi des programmes diplômants de qualification professionnelle que leurs pairs neurotypiques. Encourager l'acceptation, reconnaître les forces et favoriser un accroissement des pratiques inclusives afin que les étudiant·e·s enseignant·e·s autistes/TDAH puissent s'épanouir sont nécessaires pour réduire les obstacles à l'entrée dans cette profession, accroître la réussite à la qualification et améliorer le maintien avant et après la qualification. L'objectif de ce chapitre est d'examiner les réflexions de l'auteur·rice, ancien·ne enseignant·e du primaire neurodivergent·e diagnostiqué·e tardivement, sur les expériences vécues partagées avec et par les actuel·le·s étudiant·e·s enseignant·e·s du primaire autistes/TDAH. Des citations directes de participant·e·s issues d'une recherche en cours comblent le fossé existentiel entre le moi « maintenant », enseignant·e et conscient·e, de l'auteur·rice et son moi « alors », étudiant·e/enseignant·e non conscient·e. Ensemble, leurs voix collectives soulèvent des questions sur les pratiques inclusives dans les processus de stages de formation initiale des enseignant·e·s en Écosse ; examinent la défense des droits et la représentation ; et réfléchissent à la nature itérative de l'identité dans les contextes éducatifs rencontrés.

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