Expériences universitaires des étudiants ayant un trouble du spectre de l’autisme : identité personnelle, divulgation publique et soutien institutionnel

Titre original en anglais : College Experiences for Students With Autism Spectrum Disorder: Personal Identity, Public Disclosure, and Institutional Support

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Cox, B. E., Thompson, K., Anderson, A., Mintz, A., Locks, T., Morgan, L., Edelstein, J., & Wolz, A. (2017). College Experiences for Students With Autism Spectrum Disorder: Personal Identity, Public Disclosure, and Institutional Support. Journal of College Student Development, 58(1), 71-87. https://doi.org/10.1353/csd.2017.0004

Date de publication: 01/01/2017 Ajout dans AutiHub: 08/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
8
Auteur·ices de la publication identifié·es comme autistes
1 / 8 (12,5 %)
  1. Bradley E. Cox *
  2. Kerry Thompson
  3. Amelia Anderson
  4. Amanda Mintz
  1. Taylor Locks
  2. Lindee Morgan
  3. Jeffrey Edelstein
  4. Abigail Wolz

Résumé

Les personnes ayant un trouble du spectre de l’autisme (TSA) terminent leurs études secondaires avec des attentes raisonnables de réussite dans l’enseignement postsecondaire. Les enseignants universitaires sont probablement mal préparés à fournir un soutien approprié à ces étudiants. Fondée sur des entretiens individuels avec un groupe diversifié d’étudiants autistes, cette étude (a) amplifie la voix de ces étudiants, (b) décrit les tensions entre leurs identités publiques et privées, (c) présente les défis académiques, sociaux, émotionnels, d’auto-représentation et de communication auxquels ils font face à l’université, et (d) propose à la fois des principes généraux et des pratiques spécifiques qui pourraient être mobilisés afin de faciliter la réussite dans l’enseignement postsecondaire des étudiants autistes.

Individuals with autism spectrum disorder (ASD) are completing high school with reasonable expectations for postsecondary success. College educators are likely ill prepared to provide appropriate support for these students. Based on personal interviews with a diverse group of students with autism, this study (a) amplifies these students’ voices, (b) describes tensions between their public and private identities, (c) outlines the academic, social, emotional, self-advocacy, and communication challenges they face in college, and (d) proposes both general principles and specific practices that could be leveraged to facilitate postsecondary success for students with autism.

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
72
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
0 / 72 (0,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
0 / 216 (0,0 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 0 / 21 (0,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 0 / 193 (0,0 %).
Occurrences citées rattachées à la base AutiHub
21 / 216 (9,7 %)
Auteurices cité·es distinct·es rattaché·es : 16 / 193 (8,3 %)
Occurrences rattachées, non identifiées comme autistes
21 / 21 (100,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 21 / 216 (9,7 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 16 / 16 (100,0 %).
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