« ...Passés entre les mailles du filet... » : une exploration qualitative coproduite des expériences d'étudiants autistes dans un établissement irlandais d'enseignement supérieur

Titre original en anglais : “...Fallen through the cracks...”: A Co-Produced Qualitative Exploration of Autistic Student Experiences at an Irish Higher Education Institution

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Neilson, S., O'Kelly, J., Doyle, J. K., Kenny, N., O'Neill, C., Butler, S., & McDonald, J. (2025). “...Fallen through the cracks...”: A Co-Produced Qualitative Exploration of Autistic Student Experiences at an Irish Higher Education Institution. Autism in Adulthood, 7(4), 505-516. https://doi.org/10.1177/25739581251362835

Date de publication: 01/08/2025 Ajout dans AutiHub: 12/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
7
Auteur·ices de la publication identifié·es comme autistes
1 / 7 (14,3 %)
  1. Stuart Neilson
  2. Jane O'Kelly
  3. Jessica K. Doyle *
  4. Neil Kenny
  1. Claire O'Neill
  2. Sophie Butler
  3. Joan McDonald

Résumé

Contexte : Cette étude coproduite explore les expériences d'étudiants autistes concernant leur transition vers un établissement irlandais d'enseignement supérieur (HEI) et leur inscription dans celui-ci. Les expériences des étudiants autistes en matière d'appartenance, d'acceptation et de soutien ont été explorées, et l'étude a été menée en collaboration par des chercheurs autistes et non autistes à toutes les étapes de la recherche. Méthodes : Un échantillon de participants étudiants autistes (n = 14) a pris part soit à des entretiens semi-structurés flexibles (n = 12), soit à des réponses textuelles au cadre d'entretien (n = 2). Les entretiens ont été menés de manière flexible conformément aux préférences et aux besoins de communication des participants. Les données ont été analysées au moyen d'une analyse thématique réflexive. Résultats : Les résultats de cette étude révèlent des expériences diverses parmi les participants dans l'enseignement supérieur, soulignant la nécessité d'approches inclusives reconnaissant la neurologie autiste et les différences afin de favoriser l'appartenance et l'acceptation à l'université. Les expériences de transition ont été difficiles pour certains participants, l'absence de soutien personnalisé et flexible entraînant de l'anxiété et un manque de prévisibilité. Les participants ont également identifié des obstacles lors de leur navigation dans la vie universitaire, notamment des environnements d'apprentissage hostiles, un manque de compréhension de la neurologie autiste parmi le personnel universitaire et les pairs, des approches pédagogiques incohérentes et inflexibles utilisées par le personnel enseignant, ainsi que des exigences strictes pour accéder aux services de soutien au handicap. Ces obstacles ont souvent empêché les étudiants d'accéder au soutien ou les ont conduits à choisir de ne pas révéler leur statut autiste. Les participants ont également trouvé difficile la socialisation et le développement de relations avec des pairs non autistes, mais ont indiqué que les groupes communautaires d'étudiants autistes, tels que la Neurodivergent Society, constituaient un facteur très positif pour soutenir le bien-être, l'acceptation sociale et le sentiment d'appartenance. Parmi les autres soutiens figuraient du personnel de soutien spécialisé, tel que le coordinateur favorable à l'autisme et l'ergothérapeute des services aux étudiants. Discussion : L'étude met en évidence l'importance d'une orientation précoce, de l'intégration systémique et d'une sensibilisation accrue du personnel universitaire. Elle souligne le rôle des systèmes de soutien structurels, tels que les voies spécialisées d'accès à l'université pour les personnes handicapées et le personnel de soutien spécialisé, dans la facilitation des transitions et le soutien à la prévisibilité et à l'acceptation.

Background: This co-produced study explores the experiences of autistic students regarding their transition to and enrollment at an Irish Higher Education Institution (HEI). Autistic students’ experiences of belonging, acceptance, and support were explored, and the study was collaboratively conducted by autistic and non-autistic researchers at all stages of the research. Methods: A sample of autistic student participants (n = 14) took part in either flexible semi-structured interviews (n = 12) or text-based responses to the interview framework (n = 2). Interviews were conducted flexibly in accordance with participant preferences and communication needs. Data were analyzed using reflexive thematic analysis. Results: The findings of this study reveal diverse experiences across the participants in higher education, emphasizing the need for inclusive approaches recognizing autistic neurology and differences to support belonging and acceptance in university. The transition experiences for some participants were challenging, with a lack of personalized and flexible support leading to anxiety and a lack of predictability. Participants also identified barriers while navigating college life, including hostile learning environments, a lack of understanding regarding autistic neurology among university staff and peers, inconsistent and inflexible pedagogical approaches used by academic staff, and stringent requirements to access disability support services. These barriers often led to students being unable to access support or choosing not to disclose their autistic status. Participants also found socializing and developing relationships with non-autistic peers challenging but reported that autistic student community groups, such as the Neurodivergent Society, were a very positive factor in supporting well-being, social acceptance, and a sense of belonging. Other supports were specialist support staff, such as the autism-friendly coordinator and occupational therapist at student services. Discussion: The study highlights the importance of early guidance, systemic integration, and increased awareness among university staff. It underscores the role of structural support systems, such as specialist disability access routes into university and specialist support staff, in easing transitions and supporting predictability and acceptance.

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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
53
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
14 / 53 (26,4 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
27 / 186 (14,5 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 27 / 91 (29,7 %). Auteurices cité·es distinct·es identifié·es comme autistes : 22 / 172 (12,8 %).
Occurrences citées rattachées à la base AutiHub
91 / 186 (48,9 %)
Auteurices cité·es distinct·es rattaché·es : 77 / 172 (44,8 %)
Occurrences rattachées, non identifiées comme autistes
64 / 91 (70,3 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 64 / 186 (34,4 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 55 / 77 (71,4 %).
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