Omission and Othering: Constructing Autism on Community College Websites

Brett Ranon Nachman; Kirsten R. Brown

doi:10.1080/10668926.2019.1565845

Omission et altérisation : construire l’autisme sur les sites web des community colleges

Titre original en anglais : Omission and Othering: Constructing Autism on Community College Websites

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Nachman, B. R. & Brown, K. R. (2019). Omission and Othering: Constructing Autism on Community College Websites. Community College Journal of Research and Practice, 44(3), 211-223. https://doi.org/10.1080/10668926.2019.1565845

Date de publication: 22/01/2019 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais

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Cette publication est intégrée dans AutiHub via :

Projet Chercheur·euses autistes

Auteurs

Auteur·ices des publications

2

Auteur·ices de la publication identifié·es comme autistes

1 / 2 (50,0 %)

Résumé

Les étudiants autistes fréquentent des établissements d’enseignement supérieur de deux ans à un taux significativement plus élevé que les établissements de quatre ans. Lorsque ces futurs étudiants et étudiants actuels interagissent avec des établissements de deux ans, les sites web constituent une importante plateforme numérique permettant d’évaluer l’inclusivité et le climat du campus. L’environnement numérique est particulièrement important, car de nombreuses personnes autistes préfèrent communiquer par écrit. Nous avons employé une analyse critique de contenu afin de comprendre le climat numérique des campus dans des établissements publics de deux ans (n = 94), en analysant le contenu des sites web que les établissements utilisent pour décrire l’autisme. Les résultats montrent que le climat numérique des campus était peu accueillant pour la grande majorité des futurs étudiants et étudiants actuels autistes. L’autisme était omis sur 29,8 % des sites web institutionnels. Les établissements situés dans les régions orientales ou occidentales des États-Unis présentaient des taux d’omission plus faibles. Lorsque des références à l’autisme étaient présentes, le contenu des sites web utilisait un langage médical et juridique pour dépeindre les étudiants autistes comme déficients. Les sites web institutionnels altérisaient les étudiants en objectivant l’autisme et en utilisant le bénévolat ou les actions caritatives pour présenter l’autisme comme extérieur à la normalité. Les textes rédigés par des personnes autistes (étudiants, anciens étudiants, personnel ou organisations) étaient absents des sites web de toutes les institutions sauf une. Les implications pour les praticiens comprennent la lutte contre le capacitisme institutionnalisé en modifiant les sites web afin d’y inclure du contenu spécifique à l’autisme, en supprimant les récits fondés sur les déficits et en renforçant l’agentivité autiste par l’inclusion de documents rédigés par des personnes autistes.

Students with autism attend two-year colleges at a significantly greater rate than four-year institutions. As these prospective and current students engage with two-year colleges, websites are an important digital platform to assess inclusivity and campus climate. The digital environment is particularly important because many autistic individuals prefer to engage in written communication. We employed a critical content analysis to understand the digital campus climate at public two-year colleges (n = 94) by analyzing website content that colleges use to describe autism. Findings show that the digital campus climate was unwelcoming for the vast majority of prospective and current students with autism. Autism was omitted from 29.8% of institutional websites. Colleges located in the eastern or western areas of the United States had lower rates of omission. When references to autism were present, website content used medical and legal language to depict autistic students as deficient. Institutional websites othered students by objectifying autism and using volunteer or charity work to frame autism as outside of normalcy. Text written by autistic people (students, alumni, staff, or organizations) was absent from all but one institutions’ website. Implications for practitioners include addressing institutionalized ableism by modifying websites to include autism-specific content, removing deficit narratives, and amplifying autistic agency by including material written by autistic individuals.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

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

86

Nombre total de références citées intégrées pour cette publication.

Références citées avec un·e auteur·ice identifié·e comme autiste

2 / 86 (2,3 %)

Occurrences d’auteur·ices cité·es identifié·es comme autistes

3 / 146 (2,1 %)

Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 3 / 21 (14,3 %). Auteurices cité·es distinct·es identifié·es comme autistes : 3 / 138 (2,2 %).

Occurrences citées rattachées à la base AutiHub

21 / 146 (14,4 %)

Auteurices cité·es distinct·es rattaché·es : 17 / 138 (12,3 %)

Occurrences rattachées, non identifiées comme autistes

18 / 21 (85,7 %)

Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 18 / 146 (12,3 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 14 / 17 (82,4 %).

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