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            <title xml:lang="en">Learning among peers: an obstacle or a heuristic opportunity? Languages in the mirror of autism</title>
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                <term xml:lang="en">peer imitation</term>
                <term xml:lang="en">socialization</term>
                <term xml:lang="en">autonomy</term>
                <term xml:lang="en">learning disabilities</term>
                <term xml:lang="en">handicap</term>
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                <term xml:lang="en">peer emulation</term>
                <term xml:lang="en">education</term>
                <term xml:lang="en">Autism</term>
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                <term xml:lang="fr">handicap et troubles d’apprentissage</term>
                <term xml:lang="fr">apprentissage et cognition</term>
                <term xml:lang="fr">singularité.</term>
                <term xml:lang="fr">langage</term>
                <term xml:lang="fr">pair-émulation</term>
                <term xml:lang="fr">pair-imitation</term>
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                <term xml:lang="fr">Autisme</term>
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              <p>Autism Spectrum Disorder (ASD) is characterised by impaired communication and social interaction, stereotyped behaviour and restricted interests. While institutional recommendations call for the development of social skills and peer-to-peer activities, how can children learn with and through others when their language fails them or is silenced? Nearly half of children with autism are unable to develop functional verbal communication. At a time when schools and societies are being called inclusive, these ethical questions are as much a matter of concern to the teacher as to the researcher-practitioner. What educational strategies can be used to overcome silencing, which is a vector of epistemic inaccessibility? The theoretical frameworks of Walland and Rogoff maintain that the learner's thinking is determined by a social environment nourished by intersubjective activities. But how can group relationships be established for autistic individuals who are weakened and disconcerted when coming face to face with others? The results of our participatory research with young adults with autism who are dyscommunicative highlight the heuristic potential of peer-imitation and peer-emulation processes, which use other body languages to promote learning in an ecological environment.</p>
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              <p>Le trouble du spectre de l’autisme (TSA) se caractérise par des troubles de la communication et des interactions sociales, des comportements stéréotypés et des intérêts restreints. Si les préconisations institutionnelles invitent à développer les habiletés sociales et les activités entre pairs, comment apprendre avec et par les autres lorsque le langage s’étiole ou se mure de silence ? Près de la moitié des enfants autistes ne parviennent pas à développer une communication verbale fonctionnelle. À l’heure de l’école et de la société dites inclusives, ces questions éthiques interpellent autant l’enseignant que le chercheur-praticien. Par quelles stratégies éducatives surmonter une silenciation vectrice d’inaccessibilité épistémique ? Les cadres théoriques de Henri Wallon et de Barbara Rogoff soutiennent que la pensée de l’apprenant est déterminée par un environnement social nourri d’activités intersubjectives. Mais comment instituer des relations de groupes pour des individus autistes fragilisés, décontenancés dans le face à face avec autrui ? Les résultats de notre recherche à méthodologie participative auprès de jeunes adultes autistes dyscommunicants soulignent la potentialité heuristique des processus de pair-imitation, pair-émulation, favorisant, par d’autres langages corporels, l’apprentissage en milieu écologique.</p>
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