Perspectives de la « voix » autistique : une ethnographie examinant les expériences d'apprentissage dans l'éducation informelle.

Titre original en anglais : Perspectives of the autistic 'voice': An ethnography examining informal education learning experiences.

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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Ellis, S. J. (2014). Perspectives of the autistic 'voice': An ethnography examining informal education learning experiences [Dissertation]. https://shura.shu.ac.uk/19619/1/10694500.pdf

Date de publication: 01/01/2014 Ajout dans AutiHub: 22/10/2026 Type: Thèse Langue de l’article: Anglais
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Auteurs

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

Résumé

En adoptant une posture théorique qualitative interprétativiste, cette étude offre à de jeunes personnes autistes l'occasion d'avoir une « voix » et de participer à une discussion entièrement réflexive sur leurs expériences d'apprentissage dans l'éducation informelle. L'étude utilise un cadre constructiviste pour aborder divers concepts, notamment l'autisme en tant que handicap, l'importance de reconnaître l'hétérogénéité de la population autiste, ainsi que l'importance de l'éducation informelle et des activités physiques dans la vie des participants ; l'objectif étant de créer une expérience d'apprentissage positive dans laquelle la diversité des apprenants est valorisée et reconnue, tout en contribuant au développement professionnel des enseignants. Un examen approfondi de la littérature révèle une myriade de perceptions riches et interconnectées qui constituent des considérations pertinentes au regard des préoccupations à l'origine de cette recherche : les questions relatives à l'esprit autistique, à la pédagogie et à l'apprentissage socioculturel. Une méthodologie pluraliste est employée tout au long de l'étude afin de refléter la diversité de la communauté autiste, avec une forte influence de l'autoethnographie et de l'autoréflexion sous-jacente à chaque phase. Cela est essentiel à l'étude afin de mobiliser chaque « voix » autistique, y compris celle du chercheur, qui est un adulte autiste ainsi qu'un professionnel dans le contexte de l'étude. En outre, des enseignants du domaine ont eu l'occasion d'avoir une « voix » afin de compléter et d'étayer les données. Les données ont révélé toute une gamme de thèmes émergents, qui peuvent être explorés, développés et utilisés davantage en dehors de cette étude afin de produire des lignes directrices destinées à éclairer un programme national de formation des enseignants, spécifique à l'autisme, destiné aux éducateurs informels. L'étude a mis en évidence la nécessité d'une pédagogie flexible et la nécessité pour les enseignants d'être conscients de l'hétérogénéité de leurs élèves autistes, tout en soulignant l'importance de la relation élève-enseignant dans l'éducation informelle.

Using a qualitative theoretical stance of interpretivism, this study offers an opportunity for young autistic individuals to have a 'voice' and participate in a wholly reflective discussion about their informal education learning experiences. The study uses a constructivist framework to discuss various concepts including autism as a disability, the importance of recognising the heterogeneity of the autistic population, and the significance of informal education and physical activities to the lives of the participants; the aim being to create a positive learning experience where the diversity of learners is valued and recognised as well as informing professional teacher development. An extensive examination of the literature reveals a myriad of rich intertwining perceptions that are pertinent considerations based on concerns at the root of this research: issues around the autistic mind, pedagogy and socio-cultural learning. A pluralist methodology is used throughout to reflect the diverse autistic community, with a strong influence underlying each phase of autoethnography and self-reflection. This is crucial to the study to utilise each autistic 'voice' including that of the researcher who is an autistic adult as well as a professional within the context of the study. In addition, teachers within the field have been given an opportunity to have a 'voice' to complement and support the data. The data has revealed a whole range of emergent themes, which can be further explored, developed and utilised outside of the this study to produce guidelines to inform a national autism specific teacher training programme for informal educators. The study has highlighted the need for flexible pedagogy, and for teachers to be conscious of the heterogeneity of their autistic students, as well as highlighting the importance of the student/teacher relationship within informal education.

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 01:01.

Références citées
180
Avec un DOI
110
Sans DOI, à partir du texte brut de la bibliographie
0
12 / 180 (6,7 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
15 / 180 (8,3 %)
Références avec noms d’auteurices détectés
165 / 180 (91,7 %)
Sans nom d’auteurice détecté
15
Sans titre structuré
0
Sans identifiant stable
0
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
2
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
307
À partir du DOI ou de métadonnées externes
307
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
0
39 / 307 (12,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 268 / 307 (87,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
13 / 307 (4,2 %)
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 : 13 / 39 (33,3 %). Personnes distinctes identifiées comme autistes : 6 / 264 (2,3 %).
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