'Survivants du verre de mer' : témoignages de personnes autistes sur leurs expériences éducatives

Ajouté le 19/06/2024

Type de contenu

Article de revue du type Témoignage ( ; anglais)

Jacqui Shepherd, Beth Sutton*, Simon Smith*, Marysia Szlenkier* , 'Sea-glass survivors': Autistic testimonies about education experiences publié dans la revue "British Journal of Special Education", Preprint, 14 pages , doi:10.1111/1467-8578.12506

*Trois co-auteur·rices sont autistes. [En savoir plus sur cette mention]

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Cet article est différent. Les témoignages originaux de trois adultes autistes qui réfléchissent à leurs expériences éducatives sont reproduits dans leur intégralité. Ces récits ont évolué à partir d’un webinaire qui a exploré la « voix » autiste à travers des présentations de recherche et des expériences vécues, et cet article co-écrit cherche à communiquer ces réflexions à un public plus large. Les témoignages sont rassemblés, interprétés et analysés à travers le prisme du modèle social du handicap, mettant en lumière les systèmes capacitistes dans lesquels ces adultes ont dû opérer. Tous partagent le défi d’essayer de s’intégrer dans un système éducatif construit socialement et 'neuronormativement', connaissant la marginalisation, le manque de compréhension et le manque de soutien approprié. Cependant, les trois auteurs émergent comme plus que des « survivants de verre de mer », patinés et usés, ayant développé des stratégies de survie, mais démontrent leur détermination à améliorer la vie de ceux qui suivent leur sillage. Cet article attire l’attention sur la nécessité d’écouter plus fréquemment les personnes autistes, mais surtout de les impliquer en tant qu’architectes du changement pour l’avenir. L'article a été co-créé par trois personnes autistes, qui s'identifient comme neurodivergentes, en discussion et en collaboration avec l'auteur principal qui est un allié de l'autisme, un chercheur sur l'autisme et l'éducation, et parent d'un fils autiste.

This article is different. Original testimonies are reproduced, in full, from three autistic adults who reflect on their education experiences. These accounts evolved from a webinar which explored autistic ‘voice’ through research presentations and lived experiences, and this co-authored article seeks to communicate these reflections to a wider audience. The testimonies are brought together, interpreted and analysed through the lens of the social model of disability exposing the ableist systems in which these adults had to operate. All share the challenge of trying to fit in to a socially, neuronormatively constructed education system, experiencing marginalisation, lack of understanding and lack of appropriate support. However, all three writers emerge as more than ‘sea-glass survivors’, weathered and worn, having developed survival strategies, but demonstrate their determination to improve lives for those who follow in their wake. This article draws attention to the need to listen to autistic people more frequently, but more importantly to involve them as architects of change for the future. The article was co-created by three autistic people, who identify as neurodivergent, in discussion and collaboration with the lead author who is an autism ally, autism and education researcher, and parent to an autistic son.

Pour information:

(1) les références en bleu sont des ressources référencées sur notre site;

(2) les auteur·rices repris dans cette bibliographie dont le nom est en couleur ont publié d'autres ressources référencées sur le site. Cliquer sur le nom permet de voir la listes des ressources publiées et partagées sur le site;

(3) les auteur·rices dont le nom est suivi d'une astérisque ont publiquement divulgué être autistes. [En savoir plus sur cette mention]

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