« Nous avons été grossis pendant des années - Maintenant, c'est vous qui êtes sous le microscope ! » : des co-chercheurs avec des troubles des apprentissages ont créé une enquête en ligne pour remettre en question la compréhension publique des troubles des apprentissages

Titre original en anglais : "We have been magnified for years - Now you are under the microscope!": Co-researchers with Learning Disabilities Created an Online Survey to Challenge Public Understanding of Learning Disabilities

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Chapko, D., Frumiento, P., Edwards, N., Emeh, L., Kennedy, D. A., McNicholas, D., Overton, M., Snead, M., Steward, R., Sutton, J. M., Jeffreys, E., Long, C., Croll-Knight, J., Connors, B., Castell-Ward, S., Coke, D., McPeake, B., Renel, W., McGinley, C.,..., & Grierson, M. (2020). "We have been magnified for years - Now you are under the microscope!": Co-researchers with Learning Disabilities Created an Online Survey to Challenge Public Understanding of Learning Disabilities. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 20, 1-17. https://doi.org/10.1145/3313831.3376278

Date de publication: 21/04/2020 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
25
Auteur·ices de la publication identifié·es comme autistes
1 / 25 (4,0 %)
  1. Dorota Chapko
  2. Pino Frumiento
  3. Nalini Edwards
  4. Lizzie Emeh
  5. Donald A. Kennedy
  6. David McNicholas
  7. Michaela Overton
  8. Mark Snead
  9. Robyn Steward *
  1. Jenny M. Sutton
  2. Evie Jeffreys
  3. Catherine Long
  4. Jess Croll-Knight
  5. Ben Connors
  6. Sam Castell-Ward
  7. David Coke
  8. Bethany McPeake
  9. William Renel
  1. Chris McGinley
  2. Anna Remington
  3. Dora Whittuck
  4. John E. Kieffer
  5. Sarah Ewans
  6. Mark Williams
  7. Mick Grierson

Résumé

Les attitudes du public envers les troubles des apprentissages (TA) sont généralement décrites comme positives, inclusives et empathiques. Cependant, ces résultats ne reflètent pas les expériences vécues des personnes présentant des TA. Afin de mettre en lumière cette disparité, une équipe de co-chercheurs présentant des TA a créé la première enquête en ligne visant à remettre en question la compréhension publique des TA, en posant des questions d'une manière qui est importante pour eux et qui représente la façon dont ils se perçoivent. Nous décrivons et évaluons ici le processus de création d'une plateforme d'enquête accessible et d'une enquête en ligne au sein d'une équipe de recherche composée de professionnels universitaires et non universitaires avec et sans TA ou autisme. Grâce à ce processus de recherche inclusif, l'enquête conçue conjointement a répondu aux attentes des co-chercheurs et a été bien accueillie par les premiers répondants à l'enquête. Nous examinons les perspectives des co-chercheurs après l'achèvement de l'étude et considérons les difficultés et les avantages rencontrés lors de la mise en œuvre de telles approches, ainsi que leurs implications potentielles pour l'analyse future des données d'enquête.

Public attitudes towards learning disabilities (LDs) are generally reported as positive, inclusive and empathetic. However, these findings do not reflect the lived experiences of people with LDs. To shed light on this disparity, a team of co-researchers with LDs created the first online survey to challenge public understanding of LDs, asking questions in ways that are important to them and represent how they see themselves. Here, we describe and evaluate the process of creating an accessible survey platform and an online survey in a research team consisting of academic and non-academic professionals with and without LDs or autism. Through this inclusive research process, the co-designed survey met the expectations of the co-researchers and was well-received by the initial survey respondents. We reflect on the co-researchers' perspectives following the study completion, and consider the difficulties and advantages we encountered deploying such approaches and their potential implications on future survey data analysis.

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
172
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
2 / 172 (1,2 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
4 / 429 (0,9 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 4 / 22 (18,2 %). Auteurices cité·es distinct·es identifié·es comme autistes : 4 / 384 (1,0 %).
Occurrences citées rattachées à la base AutiHub
22 / 429 (5,1 %)
Auteurices cité·es distinct·es rattaché·es : 19 / 384 (4,9 %)
Occurrences rattachées, non identifiées comme autistes
18 / 22 (81,8 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 18 / 429 (4,2 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 15 / 19 (78,9 %).
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