Les expériences vécues de l'enseignement primaire et secondaire chez des étudiants universitaires autistes

Titre original en anglais : The lived experiences of primary and secondary education for autistic university students

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Ward, M. & Powell, L. (2025). The lived experiences of primary and secondary education for autistic university students. International Journal of Inclusive Education, 30(4), 732-748. https://doi.org/10.1080/13603116.2025.2490596

Date de publication: 11/04/2025 Ajout dans AutiHub: 09/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Martha Ward
  2. Lauren Powell *

Résumé

Les politiques appellent à des pratiques inclusives afin de faciliter l'intégration d'élèves autistes divers dans l'enseignement ordinaire. Cela pose des défis aux enseignants et aux élèves autistes, et les récits rétrospectifs peuvent donner un sens aux expériences des personnes autistes. Cette étude a exploré les expériences de l'enseignement ordinaire chez six étudiants universitaires autistes au moyen d'entretiens semi-structurés facilités par des images choisies par les participants. Trois thèmes et quatre sous-thèmes ont été identifiés par une analyse thématique des données : 1) Inaccessibilité ; 2) Soutien (sous-thèmes : Enseignants soutenants ; Offre de soutien inadéquate) et 3) Relations difficiles avec les pairs (sous-thèmes : Défis liés aux interactions sociales ; Isolement et différence). Les recommandations visant à améliorer l'offre de soutien inclusif aux élèves autistes dans l'enseignement ordinaire comprenaient un soutien et une formation appropriés pour les enseignants, des aménagements raisonnables de l'environnement physique et l'inclusion des expériences vécues lors de l'élaboration des politiques futures connexes. Les recherches futures devraient envisager une approche à informateurs multiples et d'autres groupes, tels que ceux qui ne poursuivent pas dans l'enseignement supérieur, afin de parvenir à une compréhension plus globale de l'inclusion des élèves autistes dans l'enseignement ordinaire.

Policy calls for inclusive practices to facilitate the integration of diverse autistic school students into mainstream education. This poses challenges for teachers and autistic students and retrospective accounts can make sense of the experiences of autistic. This study explored experiences of mainstream education in six autistic university students through semi-structured interviews facilitated by images chosen by participants. Three themes and four subthemes were identified through thematic analysis of the data: 1) Inaccessibility; 2) Support (Subthemes: Supportive Teachers; Inadequate Support Provision) and 3) Challenging Peer Relationships (Subthemes: Social Interaction Challenges; Isolation and Difference). Recommendations for improving inclusive support provision for autistic students in mainstream education included appropriate support and training for teachers, reasonable adjustments to the physical environment and inclusion of lived experiences when developing related future policies. Future research should consider a multi-informant approach and other groups such as those who do not progress to higher education for a more holistic understanding of the inclusion of autistic students in mainstream 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
52
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
3 / 52 (5,8 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
4 / 124 (3,2 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 4 / 28 (14,3 %). Auteurices cité·es distinct·es identifié·es comme autistes : 4 / 116 (3,4 %).
Occurrences citées rattachées à la base AutiHub
28 / 124 (22,6 %)
Auteurices cité·es distinct·es rattaché·es : 25 / 116 (21,6 %)
Occurrences rattachées, non identifiées comme autistes
24 / 28 (85,7 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 24 / 124 (19,4 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 21 / 25 (84,0 %).
1 entrée de bibliographie citée n’a pas pu être entièrement enrichie à partir des métadonnées DOI.
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