Voix autistes dans l'enseignement supérieur : enseignements tirés d'étudiants britanniques en géosciences pour éclairer des pratiques inclusives destinées aux apprenants neurodivers

Titre original en anglais : Autistic voices in higher education: lessons from U.K. geoscience students to inform inclusive practices for neurodiverse learners

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Jeffery, A., Rogers, S., Jeffery, K., Lucherini, M., Hulme, J. A., Griffin, M., Pringle, J., Wisniewski, K., Derbyshire, E., Hallam, C., Stemp, I., Lau, L., & Bullock, L. (2025). Autistic voices in higher education: lessons from U.K. geoscience students to inform inclusive practices for neurodiverse learners. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00639-8

Date de publication: 27/08/2025 Ajout dans AutiHub: 07/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
13
Auteur·ices de la publication identifié·es comme autistes
1 / 13 (7,7 %)
  1. Adam Jeffery
  2. Steven Rogers
  3. Kelly Jeffery
  4. Mark Lucherini
  5. Julie A. Hulme *
  1. Martin Griffin
  2. Jamie Pringle
  3. Kristopher Wisniewski
  4. Elizabeth Derbyshire
  5. Catherine Hallam
  1. Isobel Stemp
  2. Lisa Lau
  3. Liam Bullock

Résumé

L'autisme est une condition neurodéveloppementale complexe qui peut affecter la communication, l'attention, la perception et le traitement cognitif, et a donc un impact sur l'apprentissage dans l'enseignement supérieur. Cette étude a examiné les expériences d'étudiants en géosciences dans l'enseignement supérieur britannique, en utilisant une nouvelle méthodologie qualitative conçue pour être inclusive envers les participants autistes. Quarante étudiants autistes en géosciences s'étant eux-mêmes identifiés, issus d'au moins 16 universités britanniques, ont participé à des discussions asynchrones semi-structurées, partageant leurs perceptions d'eux-mêmes, leurs expériences d'apprentissage en géosciences, leur vie universitaire, le soutien dans l'enseignement supérieur et d'autres questions qu'ils souhaitaient aborder. Les données ont été analysées au moyen d'une analyse thématique réflexive, faisant émerger trois thèmes : (1) Être moi-même ; (2) Interagir avec le monde qui m'entoure ; et (3) Faciliter le changement. Les participants ont souligné la nécessité de reconnaître la diversité des expériences et des manifestations de l'autisme, et ont proposé plusieurs recommandations qui amélioreraient leur apprentissage et leurs expériences plus larges dans l'enseignement supérieur. Les résultats de cette étude fournissent des recommandations concrètes à l'ensemble des établissements d'enseignement supérieur afin de développer des pratiques plus inclusives pour les étudiants autistes.

Autism is a complex neurodevelopmental condition which can affect communication, attention, perception, and cognitive processing, and thus has an impact on learning in higher education. This study investigated the experiences of geosciences students in U.K. higher education, using a novel qualitative methodology designed to be inclusive for autistic participants. Forty self-identified autistic geosciences students, across at least 16 U.K. universities, took part in semi-structured asynchronous discussions, sharing their self-perceptions, experiences of learning in geosciences, university life, support in higher education, and other issues that they wished to discuss. Data were analysed using reflexive thematic analysis, generating three themes: (1) Being me; (2) Interacting with the world around me; and (3) Facilitating change. Participants stressed the need to recognise the diversity of autism experiences and presentations, and suggested a number of recommendations that would improve their learning and wider higher education experiences. The outcomes of this study provide actionable recommendations for all higher education institutions to develop more inclusive practice for 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
120
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
10 / 120 (8,3 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
10 / 295 (3,4 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 10 / 86 (11,6 %). Auteurices cité·es distinct·es identifié·es comme autistes : 9 / 278 (3,2 %).
Occurrences citées rattachées à la base AutiHub
86 / 295 (29,2 %)
Auteurices cité·es distinct·es rattaché·es : 74 / 278 (26,6 %)
Occurrences rattachées, non identifiées comme autistes
76 / 86 (88,4 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 76 / 295 (25,8 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 65 / 74 (87,8 %).
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