Neurodiversite dans l enseignement superieur

Titre original en anglais : Neurodiversity in Higher Education

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Gregory, D. & Murray, F. (2025). Neurodiversity in Higher Education. In Neurodivergent Education and Lifelong Learning (pp. 49-72). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8044-4.ch003

Date de publication: 08/08/2025 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. Debi Gregory
  2. Fergus Murray *

Résumé

Les etudiants neurodivergents sont systematiquement defavorises dans l enseignement superieur. Nombre des obstacles auxquels ils sont confrontes decoulent de la persistance de recits depasses sur le handicap et la difference, ainsi que du refus institutionnel d ecouter les etudiants en ce qui concerne leurs propres besoins. En plus de toutes les courbes d apprentissage habituellement abruptes auxquelles les etudiants font face lorsqu ils entrent pour la premiere fois a l universite, de nombreux etudiants neurodivergents doivent apprendre pour la premiere fois a defendre leurs propres interets : comprendre leurs propres besoins d acces, ce qui peut les aider et comment se battre pour obtenir du soutien. Nous nous appuyons sur nos propres experiences et sur celles des etudiants que nous avons aides a soutenir, ainsi que sur la litterature de recherche, afin d examiner les realites de la vie universitaire pour les etudiants neurodivergents et d examiner les facteurs qui entravent leur epanouissement personnel et academique. Nous soutenons qu une approche centree sur l etudiant et favorable a la neurodivergence, associee a un soutien entre pairs semi-formalise, est susceptible de faciliter le parcours.

Neurodivergent students are systematically disadvantaged in higher education. Many of the barriers that they face stem from the persistence of outdated narratives about disability and difference, and institutional refusal to listen to students when it comes to their own needs. In addition to all of the usual steep learning curves faced by students when they first enter university, many neurodivergent students need to learn how to be their own advocates for the first time: understanding their own access needs, what can help, and how to fight for support. We draw on our own experiences and those of students we have helped support, along with the research literature, to examine the realities of university life for neurodivergent students, and look at the factors in the way of personal and academic thriving. We argue that a neurodivergence-affirming, student-centred approach, coupled with semi-formalised peer support, has the potential to smooth the way.

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 : 02/10/2026 07:50.

Références citées
74
Avec un DOI
55
Sans DOI, à partir du texte brut de la bibliographie
19
14 / 74 (18,9 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
18 / 74 (24,3 %)
Références avec noms d’auteurices détectés
57 / 74 (77,0 %)
Sans nom d’auteurice détecté
17
Sans titre structuré
18
Sans identifiant stable
19
Références avec noms bruts d’auteurices restant à vérifier
17
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
170
À partir du DOI ou de métadonnées externes
170
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
18
66 / 170 (38,8 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 104 / 170 (61,2 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
29 / 170 (17,1 %)
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 : 29 / 66 (43,9 %). Personnes distinctes identifiées comme autistes : 25 / 163 (15,3 %).
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