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How, in a pedagogical context, can we best mobilize the autistic subject’s competences? From a socio-constructivist perspective, the author shares with us a concrete case related to the discovery of orthography. From this case he infers the advantages of a “tutelage-oriented voluntary harmony.” Relying on an “active withdrawal” approach, the learner is placed at the center of a learning process within which the teacher fully accepts the encounter with the emotional, perceptive, sensory and cognitive particularities specific to the autistic subject. Eventually, a genuine situation of cooperation and educative co-construction occurs, in which the learner herself understands that she is learning. More specifically, in this case, the author gives pride of place to Bonin’s orthographic autonomy hypothesis.