Apprendre à tenir compte des voix des élèves autistes dans la formation initiale pour soutenir l’éducation inclusive
DOI:
https://doi.org/10.51186/journals/ed.2023.13-1.e1207Keywords:
autism, dis/ability, inclusive education, student voice, teacher educationAbstract
Recent international statements on the rights of children as well as paradigm shifts for inclusive education are leading to reflection on the consideration of students’ perspectives at school. This article aims to question the place of student voices in the initial training of future teachers. Examples from two ethnographic research carried out with autistic secondary and preschool pupils allow us to reflect on the discursive space given to students in class and the real consideration of what they express. The analysis makes it possible to identify ways to incorporate students’ voices into initial training and show their importance in teaching practice. The heterogeneity of students' means of expression, as well as viewpoints, lead to caution regarding uniform interventions. The results illustrate the need to go beyond a logic of comparison to the norm, and instead draw positive portraits of students who show their abilities. The results also contribute to question the representations that future teacher in training have of students’ difficulties.
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