Ce que les théories dirigées par des personnes autistes signifient pour l'éducation

Titre original en anglais : What Autistic-Led Theories Mean for Education

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Murray, F. & Friedman, S. (2025). What Autistic-Led Theories Mean for Education. In Applications and Practices for Empowering Neurodivergent Learners (pp. 1-24). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-4445-4.ch001

Date de publication: 25/07/2025 Ajout dans AutiHub: 06/07/2026 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. Fergus Murray *
  2. Samantha Friedman

Résumé

Dans ce chapitre, nous explorons les pratiques actuelles de la formation initiale des enseignants au Royaume-Uni en ce qui concerne les informations enseignées sur l'autisme et d'autres formes de neurodivergence. Nous établissons des liens clairs entre les théories dirigées par des personnes autistes, notamment la neurodiversité, le monotropisme et le problème de la double empathie, et les pratiques de classe, afin de montrer comment une compréhension plus approfondie de l'autisme à travers ces perspectives peut mieux préparer les enseignants à soutenir leurs élèves autistes et à établir efficacement des relations avec eux. Bien que nous nous concentrions principalement sur l'autisme, ces théories peuvent et devraient transformer plus largement les pratiques de classe, non seulement pour les apprenants autistes, mais aussi pour d'autres élèves neurodivergents, handicapés et minorisés. Nous explorons également des approches éducatives alternatives, et la manière dont elles pourraient s'appuyer sur les éclairages apportés par ces théories. Les enseignants pourraient souhaiter adopter des éléments de ces pratiques dans leurs propres classes lorsqu'ils comprennent mieux les liens avec la théorie dirigée par des personnes autistes.

In this chapter, we explore current practice in initial teacher education across the UK as it pertains to the information taught about autism and other forms of neurodivergence. We make clear connections between autistic-led theories, including neurodiversity, monotropism, and double empathy problem, and classroom practice, to demonstrate how a deeper understanding of autism through these lenses can better equip teachers to support and effectively relate to their autistic students. While we focus primarily on autism, these theories can and should transform classroom practice more broadly - not just for autistic learners, but also for other neurodivergent, disabled, and minoritised students. We also explore alternative educational approaches, and how they might work with the insights yielded by these theories. Teachers might wish to adopt elements of these practices in their own classrooms when they better understand the connections to autistic-led theory.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
48
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
13 / 48 (27,1 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
20 / 150 (13,3 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 20 / 79 (25,3 %). Auteurices cité·es distinct·es identifié·es comme autistes : 16 / 131 (12,2 %).
Occurrences citées rattachées à la base AutiHub
79 / 150 (52,7 %)
Auteurices cité·es distinct·es rattaché·es : 60 / 131 (45,8 %)
Occurrences rattachées, non identifiées comme autistes
59 / 79 (74,7 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 59 / 150 (39,3 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 44 / 60 (73,3 %).
1 entrée de bibliographie citée n’a pas pu être entièrement enrichie à partir des métadonnées DOI.
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