Approches tenant compte des traumatismes dans l'enseignement supérieur

Titre original en anglais : Trauma-Informed Approaches in Higher Education

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.

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Moore, A. (2025). Trauma-Informed Approaches in Higher Education. In Neurodivergent Education and Lifelong Learning (pp. 181-202). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8044-4.ch010 · ISBN : 9798369380444

Date de publication: 08/08/2025 Ajout dans AutiHub: 04/10/2026 Type: Chapitre de livre Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
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Auteur·ices de la publication identifié·es comme autistes
1 / 1 (100,0 %)
  1. Allison Moore *

Résumé

Les recherches indiquent que les étudiants autistes sont moins susceptibles d'achever leurs diplômes que leurs pairs neurotypiques ou, s'ils les achèvent, qu'ils sont moins susceptibles d'obtenir ce qui est classé comme de « bons diplômes ». Une grande partie des recherches existantes situe les « problèmes » que rencontrent les étudiants autistes au sein de l'individu, comme résultant de leur neurodivergence. Par conséquent, des plans de soutien individualisés sont élaborés. Il est, bien sûr, important d'adapter le soutien aux besoins des étudiants individuels, mais cela peut conduire à négliger les facteurs structurels et systémiques qui contribuent à des résultats éducatifs plus faibles chez les étudiants autistes. Ce qui manque actuellement est un examen de leurs expériences éducatives dans le contexte du traumatisme éducatif. Dans ce chapitre, je soutiendrai que, si nous voulons susciter un changement social, réduire les inégalités et aider les étudiants autistes à atteindre leur plein potentiel académique, il est nécessaire d'adopter une approche tenant compte des traumatismes en matière d'enseignement, d'apprentissage et d'évaluation.

Research indicates that autistic students are less likely to complete their degrees compared to their neurotypical peers or, if they do, they are less likely to achieve what are classed as 'good degrees'. Much of the existing research locates the ‘problems' autistic students encounter within the individual, as result of their neurodivergence. As a result, individualised support plans are devised. It is, of course, important to tailor support to the needs of individual students but this can serve to overlook structural and systemic factors that contribute to lower educational outcomes for autistic students. What is currently missing is an examination of their educational experiences in the context of educational trauma. In this chapter, I will argue that, if we are to engender social change, reduce inequalities and support autistic students to achieve their full academic potential, it is necessary to adopt a trauma informed approach to teaching, learning and assessment.

Bibliographie citée par cette référence

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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 : 23/10/2026 07:41.

Références citées
100
Avec un DOI
75
Sans DOI, à partir du texte brut de la bibliographie
22
16 / 100 (16,0 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
19 / 100 (19,0 %)
Références avec noms d’auteurices détectés
89 / 100 (89,0 %)
Sans nom d’auteurice détecté
11
Sans titre structuré
18
Sans identifiant stable
21
Références avec noms bruts d’auteurices restant à vérifier
10
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
217
À partir du DOI ou de métadonnées externes
217
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
12
81 / 217 (37,3 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 136 / 217 (62,7 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
26 / 217 (12,0 %)
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 : 26 / 81 (32,1 %). Personnes distinctes identifiées comme autistes : 20 / 202 (9,9 %).
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