Mettre au jour les obstacles à la socialisation et à l'exclusion systémique dans les universités du Royaume-Uni

Titre original en anglais : Exposing Socialization and Systemic Exclusion Barriers in UK Universities

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Dean, L. (2025). Exposing Socialization and Systemic Exclusion Barriers in UK Universities. In Fostering a Community of Success for Neurodivergent Collegiate Students (pp. 187-230). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8920-1.ch006

Date de publication: 25/07/2025 Ajout dans AutiHub: 09/08/2026 Type: Chapitre de livre Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
1
Auteur·ices de la publication identifié·es comme autistes
1 / 1 (100,0 %)
  1. Laura Dean *

Résumé

Ce chapitre examine les obstacles systémiques auxquels sont confrontés les étudiants neurodivergents dans l'enseignement supérieur au Royaume-Uni, en mettant l'accent sur les étudiants internationaux originaires de Chine, qui ne disposent souvent pas de diagnostics d'autisme, et sur les étudiantes, qui sont fréquemment sous-diagnostiquées ou mal diagnostiquées. Il explore comment les structures financières, les attentes culturelles et les politiques institutionnelles créent un environnement qui favorise le désengagement et l'impuissance apprise chez les étudiants neurodivergents. S'appuyant sur la théorie de l'impuissance apprise de Seligman, la théorie de l'apprentissage social de Bandura et la théorie socioculturelle de Vygotsky, le chapitre analyse comment des défaillances institutionnelles répétées découragent l'auto-représentation et renforcent le désavantage. Le chapitre préconise la Conception universelle de l'apprentissage (UDL) comme solution afin de réduire la charge de l'auto-représentation et de créer des environnements universitaires plus inclusifs. Des recommandations sont formulées en faveur d'une réforme systémique, notamment un soutien au handicap culturellement compétent, une sensibilisation proactive et des changements structurels visant à améliorer l'accessibilité pour les étudiants neurodivergents dans l'enseignement supérieur.

This chapter examines the systemic barriers Neurodivergent students face in United Kingdom higher education, with a focus on international students from China, who often lack autism diagnoses, and female students, who are frequently underdiagnosed or misdiagnosed. It explores how financial structures, cultural expectations, and institutional policies create an environment that fosters disengagement and learned helplessness among Neurodivergent students. Drawing on Seligman's Learned Helplessness Theory, Bandura's Social Learning Theory, and Vygotsky's Sociocultural Theory, the chapter analyzes how repeated institutional failures discourage self-advocacy and reinforce disadvantage. The chapter advocates for Universal Design for Learning (UDL) as a solution to reduce the burden of self-advocacy and create more inclusive academic environments. There are recommendations for systemic reform, including culturally competent disability support, proactive outreach, and structural changes to enhance accessibility for neurodivergent students in higher education.

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
109
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
5 / 109 (4,6 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
7 / 290 (2,4 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 7 / 92 (7,6 %). Auteurices cité·es distinct·es identifié·es comme autistes : 7 / 252 (2,8 %).
Occurrences citées rattachées à la base AutiHub
92 / 290 (31,7 %)
Auteurices cité·es distinct·es rattaché·es : 68 / 252 (27,0 %)
Occurrences rattachées, non identifiées comme autistes
85 / 92 (92,4 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 85 / 290 (29,3 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 61 / 68 (89,7 %).
2 entrées de bibliographie citée n’ont pas pu être entièrement enrichies à partir des métadonnées DOI.
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