Considérations issues d’une étude pilote : éclairer les recherches futures sur les perspectives d’élèves autistes divers sur le plan du genre et de la sexualité concernant les menaces sur Internet

Titre original en anglais : Considerations from a pilot study: Informing future research on gender and sexuality diverse autistic students' perspectives of Internet threats

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Stone, B. G., Saggers, B., Leent, L. v., Yates, C., & Aberdein, R. (2026). Considerations from a pilot study: Informing future research on gender and sexuality diverse autistic students' perspectives of Internet threats. Journal of Research in Special Educational Needs, 26(4). https://doi.org/10.1111/1471-3802.70149

Date de publication: 03/08/2026 Ajout dans AutiHub: 05/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
1 / 5 (20,0 %)
  1. Bessie G. Stone
  2. Beth Saggers
  3. Lisa van Leent
  4. Christine Yates
  5. Rachel Aberdein *

Résumé

Résumé Les élèves autistes sont souvent confrontés à des défis uniques liés aux menaces sur Internet. Lorsque ces défis se croisent avec la diversité de genre et de sexualité, ils peuvent se cumuler et entraîner un risque accru de harcèlement, de discrimination, de marginalisation et d’exclusion. Bien qu’il existe une intersection entre l’autisme et la diversité de genre et de sexualité, les voix des élèves autistes divers sur le plan du genre et de la sexualité concernant les menaces sur Internet demeurent un domaine de recherche peu exploré. La plupart des études se sont concentrées sur des élèves neurotypiques, hétérosexuels et cisgenres, ou ont abordé séparément l’autisme, la sexualité et le genre. Cet article s’appuie sur les résultats d’une récente étude pilote exploratoire offrant de nouvelles perspectives empiriques sur les menaces perçues sur Internet par les personnes autistes, un domaine actuellement sous-représenté dans l’éducation inclusive et la sécurité numérique. Cet article présente des considérations issues de l’étude pilote exploratoire afin d’éclairer les recherches futures sur les perspectives des élèves autistes divers sur le plan du genre et de la sexualité concernant les menaces sur Internet. L’étude pilote a pris en compte les voix autistes et a employé un cadre théorique du D/discours, les cadres Inclusive New Literacies et 4 CO:RE Classification of Online Risk to Children lors de l’interprétation des données. Les recommandations pourraient éclairer les éducateurs, les parents/aidants, les décideurs politiques et les praticiens concernant une éducation appropriée à la sécurité sur Internet afin de promouvoir des expériences d’apprentissage en ligne positives et sûres chez les élèves autistes divers sur le plan du genre et de la sexualité, qui constituent une population présentant une neurodiversité, des identités et des expériences uniques.

Abstract Autistic students often face unique challenges related to Internet threats. When intersected with gender and sexuality diversity, challenges can compound and lead to increased risk of bullying, discrimination, marginalisation and exclusion. Although there is an intersection between autism and gender and sexuality diversity, the voices of gender and sexuality diverse autistic students about Internet threats remain an underexplored research area. Most studies have focused on neurotypical, heterosexual and cis‐gender students or addressed autism, sexuality and gender separately. This paper builds on findings from a recent exploratory pilot study offering new empirical insight into autistic perceived Internet threats—an area currently underrepresented in inclusive education and digital safety. This paper presents considerations from the exploratory pilot study to inform future research on gender and sexuality diverse autistic students' perspectives on Internet threats. The pilot study engaged with autistic voices and employed a D/discourse theoretical framework, the Inclusive New Literacies and 4 CO:RE Classification of Online Risk to Children frameworks when interpreting the data. Recommendations may inform educators, parents/carers, policy‐makers and practitioners regarding appropriate Internet safety education to promote positive and safe online learning experiences of gender and sexuality diverse autistic students who are a population with unique neurodiversity, identities and experiences.

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
137
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
12 / 137 (8,8 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
15 / 410 (3,7 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 15 / 112 (13,4 %). Auteurices cité·es distinct·es identifié·es comme autistes : 13 / 390 (3,3 %).
Occurrences citées rattachées à la base AutiHub
112 / 410 (27,3 %)
Auteurices cité·es distinct·es rattaché·es : 99 / 390 (25,4 %)
Occurrences rattachées, non identifiées comme autistes
97 / 112 (86,6 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 97 / 410 (23,7 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 86 / 99 (86,9 %).
4 entrées de bibliographie citée n’ont pas pu être entièrement enrichies à partir des métadonnées DOI.
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