Soutenir les apprenants neurodivergents dans l'enseignement supérieur en appliquant les postulats de l'andragogie

Titre original en anglais : Supporting Neurodivergent Learners in Higher Education by Applying the Assumptions of Andragogy

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Taylor, A. & Coryell, J. E. (2025). Supporting Neurodivergent Learners in Higher Education by Applying the Assumptions of Andragogy. In Fostering a Community of Success for Neurodivergent Collegiate Students (pp. 35-70). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8920-1.ch002 · ISBN : 9798369389201

Date de publication: 06/08/2025 Ajout dans AutiHub: 02/10/2026 Type: Chapitre de livre Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Adrienne Taylor *
  2. Joellen E. Coryell

Résumé

Ce chapitre examine comment les principes de l'andragogie de Malcolm Knowles (1990) peuvent être appliqués efficacement pour soutenir les étudiants neurodivergents dans les contextes de l'enseignement supérieur et démontre comment les stratégies andragogiques, axées sur les besoins d'apprentissage autodirigé, expérientiel et pertinent des adultes, peuvent être adaptées afin de créer des environnements d'apprentissage inclusifs et favorables pour les personnes neurodivergentes, y compris celles atteintes d'autisme, de TDAH, de dyslexie et d'autres variations cognitives. Les objectifs du chapitre sont de mettre en évidence les besoins uniques des apprenants neurodivergents, de montrer comment les principes andragogiques peuvent répondre à ces besoins et de fournir des recommandations pratiques aux éducateurs et aux établissements. Les principaux arguments comprennent la nécessité pour les éducateurs de réévaluer leurs postulats et pratiques pédagogiques actuels, l'alignement entre les postulats andragogiques et les besoins des apprenants neurodivergents, ainsi que le potentiel transformateur de stratégies pédagogiques adaptées tant pour l'apprenant que pour l'éducateur.

This chapter explores how Malcolm Knowles' (1990) principles of andragogy can be effectively applied to support Neurodivergent students in higher education settings and demonstrates how andragogical strategies, focusing on the self-directed, experiential, and relevant learning needs of adults, can be adapted to create inclusive and supportive learning environments for Neurodivergent individuals, including those with autism, ADHD, dyslexia, and other cognitive variations. The objectives of the chapter are to highlight the unique needs of Neurodivergent learners, to show how andragogical principles can address these needs, and to provide practical recommendations for educators and institutions. Key arguments include the need for educators to reassess their current pedagogical assumptions and practices, the alignment between andragogical assumptions and Neurodivergent learners' needs, and the transformative potential of tailored instructional strategies for both learner and educator.

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Références citées
88
Avec un DOI
58
Sans DOI, à partir du texte brut de la bibliographie
23
10 / 88 (11,4 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
18 / 88 (20,5 %)
Références avec noms d’auteurices détectés
77 / 88 (87,5 %)
Sans nom d’auteurice détecté
11
Sans titre structuré
18
Sans identifiant stable
20
Références avec noms bruts d’auteurices restant à vérifier
11
Références avec problème de récupération des métadonnées externes
0
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Noms d’auteurices détectés dans la bibliographie citée
162
À partir du DOI ou de métadonnées externes
162
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
18
48 / 162 (29,6 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 114 / 162 (70,4 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
16 / 162 (9,9 %)
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 : 16 / 48 (33,3 %). Personnes distinctes identifiées comme autistes : 16 / 159 (10,1 %).
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