Utiliser le design thinking pour impliquer des étudiants autistes dans la conception participative d'une boîte à outils en ligne destinée à faciliter la transition vers l'enseignement supérieur

Titre original en anglais : Using design thinking to engage autistic students in participatory design of an online toolkit to help with transition into higher education

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Fabri, M., Andrews, P. C., & Pukki, H. (2016). Using design thinking to engage autistic students in participatory design of an online toolkit to help with transition into higher education. Journal of Assistive Technologies, 10(2), 102-114. https://doi.org/10.1108/jat-02-2016-0008

Date de publication: 27/05/2016 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Marc Fabri
  2. Phoenix C.S. Andrews
  3. Heta Pukki *

Résumé

Objectif – L'objectif de cet article est de réfléchir à l'implication de jeunes personnes autistes dans la conception participative de la boîte à outils en ligne Autism&Uni. L'objectif de cette boîte à outils est de fournir aux étudiants autistes des informations et des stratégies pour faire face aux difficultés qu'ils peuvent rencontrer lorsqu'ils entrent dans l'enseignement supérieur. L'étude s'ajoute aux recherches existantes sur la conception participative en prenant en considération les besoins spécifiques et les contributions des personnes autistes ayant une intelligence moyenne ou supérieure, compétentes sur le plan académique et généralement capables de s'exprimer, un groupe qui a jusqu'à présent reçu une attention limitée. Conception/méthodologie/approche – La recherche a utilisé une approche de design thinking en cinq étapes et a impliqué de multiples parties prenantes à différents moments. L'article couvre l'ensemble du processus, en accordant une attention particulière aux deux dernières étapes de prototypage et de test. Au cours de trois ateliers de conception participative, des personnes autistes ont agi en tant que co-concepteurs et co-créateurs. Résultats – Les ateliers ont été efficaces pour impliquer les participants dans diverses activités de conception et des discussions riches. Plusieurs hypothèses concernant les capacités et les préférences des personnes autistes ont été remises en question. Le design thinking s'est avéré être un cadre approprié pour impliquer ce groupe dans la création de solutions répondant à ses besoins. Limites de la recherche/implications – En raison du faible nombre de participants aux ateliers (11), les résultats de la recherche peuvent manquer de généralisabilité. De plus, le format des ateliers, qui met l'accent sur les activités de groupe, peut décourager certaines personnes autistes d'y participer. Des travaux supplémentaires sont nécessaires pour explorer cette question et confirmer les résultats rapportés. Implications pratiques – L'article offre des conseils pratiques sur la manière d'impliquer des personnes autistes dans des activités de co-conception. Implications sociales – La recherche contribue à une vision de l'autisme fondée sur les forces, plutôt qu'à une vision axée sur les déficits. Originalité/valeur – L'article offre de nouvelles perspectives sur les forces des personnes autistes dans des contextes de conception participative, en mettant l'accent sur les personnes autistes ayant une intelligence moyenne ou supérieure et capables de communiquer efficacement.

Purpose – The purpose of this paper is to reflect on engaging young autistic people in the participatory design of the Autism&Uni online toolkit. The purpose of the toolkit is to provide autistic students with information and strategies for dealing with the challenges they may encounter when entering higher education. The study adds to existing research on participatory design by considering the specific needs and contributions of autistic people who are of average or higher intelligence, academically competent and generally articulate, a group that has received limited attention hitherto. Design/methodology/approach – The research used a five-step design thinking approach and engaged multiple stakeholders at different points. The paper covers the whole process, paying particular attention to the final two steps of prototyping and testing. During three participatory design workshops, autistic people acted as co-designers and co-creators. Findings – The workshops were effective in engaging participants in various design activities and rich discussions. Several assumptions about capabilities and preferences of autistic people were challenged. Design thinking proved a suitable framework for involving this group in the creation of solutions that serve their needs. Research limitations/implications – Because of the low number of workshop participants (11), research results may lack generalisability. Also, the workshop format with its focus on group activities may discourage some autistic people to take part. Further work is needed to explore this and to confirm the reported findings. Practical implications – The paper offers practical advice regarding how to involve autistic people in co-design activities. Social implications – The research contributes to a strength-based view of autism, rather than one that focuses on deficits. Originality/value – The paper provides new perspectives on the strengths of autistic people in participatory design settings, with a focus on those autistic people who are of average or higher intelligence and able to communicate effectively.

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
51
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
0 / 51 (0,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
0 / 80 (0,0 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 0 / 17 (0,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 0 / 75 (0,0 %).
Occurrences citées rattachées à la base AutiHub
17 / 80 (21,2 %)
Auteurices cité·es distinct·es rattaché·es : 15 / 75 (20,0 %)
Occurrences rattachées, non identifiées comme autistes
17 / 17 (100,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 17 / 80 (21,2 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 15 / 15 (100,0 %).
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