Explorer les obstacles et les facilitateurs environnementaux de l'inclusion sur un campus universitaire pour les étudiants autistes

Titre original en anglais : Exploring Environmental Barriers and Facilitators to Inclusion on a University Campus for Autistic Students

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O'Connor, M., Thom-Jones, S., Gordon, C. S., & Joosten, A. (2022). Exploring Environmental Barriers and Facilitators to Inclusion on a University Campus for Autistic Students. Autism in Adulthood, 6(1), 36-46. https://doi.org/10.1089/aut.2022.0053

Date de publication: 07/12/2022 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Maxine O'Connor
  2. Sandra Thom-Jones *
  3. Chloe S. Gordon
  4. Annette Joosten

Résumé

Contexte : La fréquentation de l'université permet aux individus de développer leur indépendance, de créer des réseaux sociaux et d'obtenir des qualifications précieuses, contribuant à de meilleurs résultats à l'âge adulte. Cependant, les personnes autistes présentent des taux de participation et des résultats universitaires moins favorables que les personnes ayant tous les autres handicaps ou sans handicap. La plupart des recherches menées auprès de jeunes adultes autistes dans l'environnement universitaire se concentrent sur leurs difficultés et soutiens sociaux et communicationnels plutôt que sur la manière dont l'environnement physique influence l'expérience universitaire d'un étudiant autiste. Il est donc nécessaire de mener des recherches sur la manière dont les aspects sensoriels de l'environnement universitaire peuvent affecter le bien-être et les résultats des étudiants autistes. Méthodes : Cette étude qualitative a exploré les expériences de sept étudiants universitaires autistes dans les espaces physiques d'une université australienne. À l'aide d'un guide d'entretien semi-structuré et de photo-élicitation, nous avons recueilli des données lors d'entretiens individuels avec sept étudiants autistes de premier cycle. Résultats : Nous avons constaté que les aspects sensoriels des espaces physiques sur les campus universitaires sont à la fois facilitateurs et difficiles pour les étudiants autistes. Ces aspects influencent non seulement la manière dont les étudiants se déplacent sur le campus et en utilisent les différents éléments, mais aussi la manière dont ils s'engagent et participent à l'université. Les étudiants autistes ont besoin d'espace et de ressources pour gérer la surcharge sensorielle sur le campus, et les universités qui cherchent à soutenir les étudiants autistes doivent prendre en compte les besoins physiques et sensoriels de cette cohorte. Conclusions : Une éducation universitaire inclusive exige une attention aux aspects physiques des campus qui soutiennent le bien-être mental et physique des étudiants autistes.

Background: Attending university allows individuals to build independence, develop social networks, and attain valuable qualifications, contributing to enhanced outcomes in adulthood. However, autistic people have poorer participation rates and outcomes in university than those with all other disabilities or without disabilities. Most research conducted with autistic young adults in the university environment focuses on their social and communicative challenges and supports rather than on how the physical environment impacts an autistic student's university experience. Therefore, there is a need for research into how the sensory aspects of the university environment can affect the well-being and outcomes of autistic students. Methods: This qualitative study explored the experiences of seven autistic university students in the physical spaces of an Australian university. Using a semi-structured interview guide, and photo-elicitation, we collected data in one-on-one interviews with seven autistic undergraduate students. Results: We found that sensory aspects of physical spaces on university campuses are both enabling and challenging for autistic students. These aspects not only impact how students navigate and utilize aspects of the campus, but they also influence how students engage and participate at university. Autistic students need the space and resources to manage sensory overload on campus, and universities that seek to support autistic students need to consider the physical and sensory needs of this cohort. Conclusions: Inclusive university education requires attention to the physical aspects of campuses that support the mental and physical well-being of autistic students.

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
35
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
3 / 35 (8,6 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
3 / 99 (3,0 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 3 / 31 (9,7 %). Auteurices cité·es distinct·es identifié·es comme autistes : 3 / 91 (3,3 %).
Occurrences citées rattachées à la base AutiHub
31 / 99 (31,3 %)
Auteurices cité·es distinct·es rattaché·es : 29 / 91 (31,9 %)
Occurrences rattachées, non identifiées comme autistes
28 / 31 (90,3 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 28 / 99 (28,3 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 26 / 29 (89,7 %).
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