« Un peu trop hélicoptère » : concilier l’implication parentale lors des transitions des étudiants autistes vers l’université

Titre original en anglais : “A Little Too Helicoptery”: Reconciling Parental Involvement During Autistic Students’ Transitions into College

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Nachman, B. R. (2024). “A Little Too Helicoptery”: Reconciling Parental Involvement During Autistic Students’ Transitions into College. Teachers College Record: The Voice of Scholarship in Education, 126(11-12), 32-58. https://doi.org/10.1177/01614681241311637

Date de publication: 01/12/2024 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
1
Auteur·ices de la publication identifié·es comme autistes
1 / 1 (100,0 %)
  1. Brett Ranon Nachman *

Résumé

Contexte : Les parents ont depuis longtemps un rôle important dans la vie de leurs enfants autistes. À mesure que les personnes autistes s’inscrivent dans des établissements d’enseignement supérieur à des taux beaucoup plus élevés, de nouvelles questions émergent. En particulier, les étudiants autistes et leurs parents doivent concilier cette transition majeure avec la mesure dans laquelle les parents doivent être impliqués et exercer leur influence. Objectif/Question de recherche/Axe de l’étude : Cette étude phénoménologique menée dans un collège communautaire visait à répondre à la question suivante : Comment les étudiants autistes, leurs parents et le personnel du collège donnent-ils sens à l’implication parentale pendant les transitions des étudiants autistes vers l’enseignement postsecondaire ? L’implication parentale est très pertinente non seulement pour les programmes de soutien universitaire spécifiques à l’autisme, tel que celui présenté dans cette étude, qui aide les étudiants et les parents à négocier ces relations, mais aussi pour les établissements d’enseignement supérieur au sens large. Afin de démêler les éléments nuancés de l’implication parentale, j’ai intégré la théorie de l’interdépendance, qui explore les répercussions des résultats de chaque groupe de parties prenantes les uns sur les autres. Mettre au jour ces dynamiques peut aider à identifier des solutions réalistes qui respectent les diverses priorités des parties prenantes et permettent aux étudiants autistes d’exercer une plus grande agentivité dans leurs parcours universitaires. Méthodologie de recherche : Cette étude a été menée dans un collège communautaire doté d’un programme de soutien universitaire spécifique à l’autisme, proposant une programmation destinée à soutenir les apprenants autistes dans leurs expériences universitaires, y compris concernant les questions d’indépendance et d’autoreprésentation. Le recours à une approche phénoménologique descriptive a permis de déconstruire les interactions nuancées entre les parents, les enfants autistes adultes fréquentant l’université et le personnel du collège. Ici, l’implication parentale constituait le phénomène étudié. Les participants comprenaient 13 étudiants autistes, 5 mères et 15 membres du personnel du collège. Les étudiants ont participé à des enquêtes, des entretiens, des observations et des réflexions écrites, tandis que les mères et le personnel du collège ont participé à des entretiens. Conclusions/Recommandations : Les parents et leurs enfants — étudiants autistes — doivent constamment réévaluer et réajuster leurs relations à mesure que les étudiants acquièrent progressivement davantage d’indépendance. Cette étude met en lumière la manière dont les soutiens institutionnels et les parties prenantes, y compris celles associées au programme de soutien universitaire spécifique à l’autisme, permettent aux étudiants autistes de démontrer une évolution de leur agentivité. Cette étude formule de nombreuses recommandations à l’intention de diverses parties prenantes, notamment, sans s’y limiter, renforcer la formation à l’autoreprésentation dans l’élaboration des plans de transition des étudiants (personnel du secondaire) et participer à des activités de jeux de rôle (parents et enfants). En ce qui concerne les recherches futures, les principaux enseignements appellent à des travaux longitudinaux visant à suivre, au fil du temps, les manifestations distinctes de l’indépendance chez les étudiants autistes, ainsi qu’à intégrer des journaux ou d’autres supports réflexifs permettant aux parents de donner sens à leurs modes de communication avec leurs enfants.

Background: Parents have long held an important role in their autistic children’s lives. As autistic individuals enroll in higher education institutions at much higher rates, new issues emerge. In particular, autistic college students and their parents must reconcile the major transition with the extent to which parents must be involved and exert their influence. Purpose/Objective/Research Question/Focus of Study: This phenomenological study set in a community college aimed to answer this question: How do autistic students, their parents, and college staff make meaning of parental involvement during autistic students’ transitions into postsecondary education? Parental involvement is of great relevance not only to autism-specific college support programs, such as the one featured in this study that helps students and parents negotiate these relationships, but also to colleges writ large. To disentangle the nuanced elements of parental involvement, I incorporated interdependence theory that explores the impacts of each stakeholder group’s outcomes on one another. Uncovering these dynamics may help in identifying realistic solutions that honor stakeholders’ various priorities and allow autistic students to leverage greater agency in their college journeys. Research Design: This study was set in a community college boasting an autism-specific college support program featuring programming to support autistic learners in their college experiences, inclusive of issues around independence and advocacy. Employing a descriptive phenomenological approach allowed for deconstructing the nuanced interactions among parents, adult autistic children navigating college, and college staff. Here parental involvement served as the phenomenon of focus. Participants included 13 autistic college students, 5 mothers, and 15 college staff. Students engaged in surveys, interviews, observations, and written reflections, whereas mothers and college staff participated in interviews. Conclusions/Recommendations: Parents and their children—autistic college students—must constantly re-evaluate and recalibrate their relationships as students gradually gain more independence. This study illuminates how institutional supports and stakeholders, including those associated with the autism-specific college support program, enable autistic college students to demonstrate growth in their agency. This study puts forward many recommendations for varied stakeholders, including, but not limited to, elevating self-advocacy training in forming students’ transition plans (high school personnel) and engaging in role-playing activities (parents and children). Regarding future research, takeaways call for longitudinal work to track autistic students’ distinct presentations of independence over time, as well as embedding journals or other reflective materials for parents to make sense of their communication patterns with their children.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
60
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
2 / 60 (3,3 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
3 / 150 (2,0 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 3 / 24 (12,5 %). Auteurices cité·es distinct·es identifié·es comme autistes : 3 / 147 (2,0 %).
Occurrences citées rattachées à la base AutiHub
24 / 150 (16,0 %)
Auteurices cité·es distinct·es rattaché·es : 23 / 147 (15,6 %)
Occurrences rattachées, non identifiées comme autistes
21 / 24 (87,5 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 21 / 150 (14,0 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 20 / 23 (87,0 %).
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