Surmonter les difficultés afin de favoriser la réussite des étudiants universitaires autistes

Titre original en anglais : Navigating Challenges to Facilitate Success for College Students with Autism

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Cox, B. E., Edelstein, J., Brogdon, B., & Roy, A. (2020). Navigating Challenges to Facilitate Success for College Students with Autism. The Journal of Higher Education, 92(2), 252-278. https://doi.org/10.1080/00221546.2020.1798203

Date de publication: 25/08/2020 Ajout dans AutiHub: 08/08/2026 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. Bradley E. Cox *
  2. Jeffrey Edelstein
  3. Bailey Brogdon
  4. Amanda Roy

Résumé

Environ 1 enfant sur 59 aux États-Unis reçoit un diagnostic de trouble du spectre de l'autisme (TSA), un taux qui a plus que doublé au cours des 10 dernières années. Alors que les étudiants autistes poursuivent de plus en plus des études supérieures, les éducateurs universitaires doivent comprendre les expériences de ces étudiants et s'attaquer activement aux problèmes qui influencent leurs résultats universitaires. Cet article s'appuie sur des entretiens avec des étudiants autistes ayant connu des expériences et des résultats très variés dans l'enseignement supérieur. En utilisant une stratégie analytique itérative combinant des éléments de théorie ancrée, d'étude de cas multiples et d'approches comparatives constantes, les chercheurs ont élaboré une série de propositions qui ont ensuite été déconstruites et reconstituées sous la forme d'un modèle conceptuel. Le modèle conceptuel qui en résulte fournit non seulement un portrait descriptif de la manière dont ces étudiants ont vécu leurs interactions avec leurs établissements postsecondaires, mais il décrit également des façons précises dont les tensions entre l'étudiant et l'établissement se manifestent sous forme de problèmes aigus que les étudiants étaient souvent capables de reconnaître, parfois capables de recadrer et, à l'occasion, capables de résoudre. Le modèle « 3R » peut être utilisé pour aider les étudiants et leurs établissements à anticiper, à aborder et à surmonter les difficultés de manière à améliorer les expériences et les résultats universitaires des étudiants sur le spectre de l'autisme.

Roughly 1 in 59 children in the United States is diagnosed with an autism spectrum disorder (ASD), a rate that has more than doubled during the last 10 years. As students with autism increasingly pursue higher education, college educators must understand these students’ experiences and actively address issues that affect their college outcomes. This paper draws from interviews with autistic students who have had widely varying experiences and outcomes in higher education. Using an iterative analytic strategy that combined elements of grounded theory, multiple case study, and constant comparative approaches, researchers developed a series of propositions that were subsequently deconstructed and reconstituted as a conceptual model. The resultant conceptual model not only provides a descriptive portrait of how these students experienced interactions with their postsecondary institutions but also outlines specific ways in which tensions between the student and institution manifest as acute problems that students were often able to recognize, sometimes able to reframe, and occasionally able to resolve. The “3R” model can be used to help students and their institutions anticipate, address, and overcome challenges in ways that improve college experiences and outcomes for students on the autism spectrum.

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
89
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
4 / 89 (4,5 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
4 / 234 (1,7 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 4 / 43 (9,3 %). Auteurices cité·es distinct·es identifié·es comme autistes : 2 / 214 (0,9 %).
Occurrences citées rattachées à la base AutiHub
43 / 234 (18,4 %)
Auteurices cité·es distinct·es rattaché·es : 33 / 214 (15,4 %)
Occurrences rattachées, non identifiées comme autistes
39 / 43 (90,7 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 39 / 234 (16,7 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 31 / 33 (93,9 %).
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