Expériences des étudiants autistes dans l'enseignement postsecondaire : une revue des revues

Titre original en anglais : Experiences of Autistic Students in Postsecondary Education: A Review of Reviews

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Ames, M. E., Sihoe, C. E., Coombs, E., Foreman, S., Punt, K., Singh, V., Stack, T., & McMorris, C. A. (2025). Experiences of Autistic Students in Postsecondary Education: A Review of Reviews. Autism in Adulthood, 7(4), 367-385. https://doi.org/10.1089/aut.2024.0131

Date de publication: 19/06/2025 Ajout dans AutiHub: 09/08/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Source OpenAlex

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Auteurs

Auteur·ices des publications
8
Auteur·ices de la publication identifié·es comme autistes
1 / 8 (12,5 %)
  1. Megan E. Ames
  2. C. Emmett Sihoe
  3. Emily Coombs *
  4. Sydney Foreman
  1. Kaitlyn Punt
  2. Varinder Singh
  3. Tyler Stack
  4. Carly A. McMorris

Résumé

Contexte : Le nombre d'étudiants autistes s'inscrivant dans l'enseignement postsecondaire augmente, parallèlement à une augmentation de la recherche et des revues qui en découlent (c.-à-d. méta-analyses, revues systématiques et de portée) décrivant les expériences des étudiants autistes du postsecondaire. Nous résumons l'état actuel de la littérature en décrivant les caractéristiques (p. ex., année de publication, usage de la langue), en évaluant la qualité et en cartographiant les domaines et les résultats des revues examinant les étudiants autistes du postsecondaire afin d'orienter les futures directions de cette recherche. Méthodes : Les lignes directrices Preferred Reporting Items for Systematic Reviews and Meta-Analyses pour les revues systématiques et les méta-analyses ont été suivies. Les revues étaient incluses si elles étaient : (1) publiées entre janvier 2000 et décembre 2023 ; (2) centrées sur des étudiants du postsecondaire ayant reçu un diagnostic d'autisme ou s'identifiant eux-mêmes comme autistes ; et (3) centrées sur les expériences d'étudiants autistes dans des contextes postsecondaires. Conformément à d'autres revues de revues, les articles ont été codés pour la qualité, y compris le biais de publication. Une analyse thématique a été utilisée pour extraire les thèmes des revues. Résultats : Sur 1575 articles, 26 revues publiées ont été incluses. Plus de la moitié des revues ont été publiées au cours des 5 dernières années (c.-à-d. à partir de 2019 ; k = 14 ; 54 %) et étaient des revues systématiques ou de portée (k = 20 ; 77 %), tandis que la moitié ont été menées par des chercheurs des États-Unis. La qualité des revues systématiques ou de portée (k = 20) était majoritairement acceptable ; toutefois, seules trois évaluaient le biais de publication et huit évaluaient la qualité des études. Six thèmes ont été élaborés à partir des informations codées identifiant les lacunes, les principaux résultats et les forces des revues, comme suit : (1) la nécessité d'une rigueur méthodologique ; (2) la nécessité de soutiens individualisés fondés sur des données probantes ; (3) la nécessité de considérer les étudiants autistes comme une population hétérogène ayant des expériences académiques diverses ; (4) la nécessité de comprendre les facteurs non académiques influençant les expériences académiques ; (5) des recherches traitant des lacunes pertinentes ou les mettant en évidence ; et (6) des recherches guidées par l'expérience vécue et des cadres. Conclusions : Nous résumons les principaux résultats de la littérature actuelle et formulons des recommandations pertinentes pour faire progresser la recherche sur l'autisme dans l'enseignement postsecondaire.

Background: The number of autistic students enrolling in postsecondary education is rising, accompanied by an increase in research and subsequent reviews (i.e., meta-analyses, systematic and scoping reviews) describing the experiences of autistic postsecondary students. We summarize the current state of the literature by describing the characteristics (e.g., publication year, language use), evaluating the quality, and mapping the domains and findings of reviews examining autistic postsecondary students to inform future directions of this research. Methods: Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines for systematic reviews and meta-analyses were followed. Reviews were included if they were (1) published between January 2000 and December 2023; (2) focused on postsecondary students who had a diagnosis of autism or self-identify as autistic; and (3) focused on experiences of autistic students in postsecondary settings. Consistent with other reviews of reviews, articles were coded for quality, including publication bias. Thematic analysis was used to extract themes from reviews. Results: Out of 1575 articles, 26 published reviews were included. Over half the reviews were published within the past 5 years (i.e., 2019 onward; k = 14; 54%) and were systematic or scoping reviews (k = 20; 77%), while half were conducted by researchers from the United States. The quality of systematic or scoping reviews (k = 20) was mostly acceptable; however, only three assessed publication bias and eight appraised study quality. Six themes were constructed from coded information identifying gaps, main findings, and review strengths as follows: (1) the need for methodological rigor; (2) the need for evidence-based, individualized supports; (3) the need to consider autistic students as a heterogenous population with diverse academic experiences; (4) the need to understand nonacademic factors impacting academic experiences; (5) research addressing or highlighting relevant gaps; and (6) research guided by lived experience and frameworks. Conclusions: We summarize key findings from the current literature and make relevant recommendations to move the research on autism in postsecondary forward.

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 la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 02/10/2026 16:12.

Références citées
61
Avec un DOI
52
Sans DOI, à partir du texte brut de la bibliographie
9
8 / 61 (13,1 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
2 / 61 (3,3 %)
Références avec noms d’auteurices détectés
59 / 61 (96,7 %)
Sans nom d’auteurice détecté
2
Sans titre structuré
2
Sans identifiant stable
9
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
1
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
211
À partir du DOI ou de métadonnées externes
211
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
2
90 / 211 (42,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 121 / 211 (57,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
22 / 211 (10,4 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 22 / 90 (24,4 %). Personnes distinctes identifiées comme autistes : 19 / 186 (10,2 %).
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