« Un système qui n'était pas vraiment optimisé pour moi » : facteurs influençant l'accès à l'information des étudiants universitaires autistes

Titre original en anglais : “A System That Wasn't Really Optimized for Me”: Factors Influencing Autistic University Students' Access to Information

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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Stockwell, K. M., Robertson, Z. S., Lampi, A. J., Steinmann, T., Morgan, E., & Jaswal, V. K. (2024). “A System That Wasn't Really Optimized for Me”: Factors Influencing Autistic University Students' Access to Information. Autism in Adulthood, 7(2), 171-184. https://doi.org/10.1089/aut.2023.0139

Date de publication: 02/04/2024 Ajout dans AutiHub: 23/08/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Texte intégral Source OpenAlex

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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Kayden M. Stockwell *
  2. Zoë S. Robertson
  3. Andrew J Lampi
  1. Talyn Steinmann
  2. Erline Morgan
  3. Vikram K. Jaswal

Résumé

Contexte : Chaque année, davantage d'adultes autistes poursuivent des études supérieures, mais les taux de troubles de santé mentale et les taux d'obtention de diplôme suggèrent qu'ils ne bénéficient pas d'un soutien adéquat. Dans cette étude qualitative, nous présentons les facteurs qui influencent la manière dont les étudiants universitaires autistes prennent connaissance des ressources et des possibilités disponibles pour aider les étudiants à réussir dans l'enseignement supérieur. Méthodes : Nous avons interrogé 14 étudiants autistes d'une université publique des États-Unis dans le cadre d'un projet plus vaste visant à comprendre le climat du campus pour les étudiants autistes. Les participants ont été interrogés soit en groupe, soit individuellement via Zoom, ou de manière asynchrone par courriel. Nous avons utilisé une analyse thématique réflexive afin d'identifier des schémas de sens dans l'ensemble des données et de fournir une interprétation théoriquement éclairée de l'accès des étudiants universitaires autistes aux informations sur les ressources et les possibilités. Résultats : Nous avons construit deux thèmes relatifs aux difficultés rencontrées par les étudiants autistes pour accéder à l'information. Le premier thème était Les difficultés à naviguer dans les interactions nécessaires pour accéder à l'information. Ce thème situe les récits des participants concernant la difficulté à accéder à des informations médiatisées socialement dans un cadre réciproque. Le second thème était Les attentes de l'université limitent l'accès à l'information. Ce thème explique comment les attentes, les pratiques et les politiques universitaires qui n'ont pas été conçues en tenant compte des étudiants autistes peuvent constituer un obstacle à l'accès à l'information. Conclusions : Les expériences de nos participants ont mis en évidence que l'accès aux informations sur les ressources et les possibilités susceptibles de soutenir leur réussite peut avoir des répercussions non seulement sur leurs expériences académiques et interpersonnelles, mais également sur leur sentiment d'appartenance à leur communauté universitaire. En comprenant mieux les multiples facteurs interagissant qui influencent l'accès des étudiants universitaires autistes à l'information, et par conséquent aux ressources et aux possibilités, nous pouvons nous orienter vers des changements structurels éclairés dans l'enseignement supérieur qui offriront un accès plus équitable aux personnes autistes. Résumé communautaire Pourquoi s'agit-il d'une question importante ? Chaque année, davantage de personnes autistes vont à l'université, mais beaucoup rencontrent des difficultés, et les universités apprennent encore à soutenir les étudiants autistes. De nombreuses universités disposent de ressources pour les étudiants, mais celles-ci ne sont utiles que si l'on en connaît l'existence et la manière d'y accéder. Quel était l'objectif de cette étude ? Nous voulions comprendre les expériences des étudiants autistes dans une université particulière et formuler des recommandations à l'université sur la manière de mieux soutenir ses étudiants. Après avoir interrogé des étudiants autistes, nous avons remarqué qu'ils éprouvaient tous des difficultés à accéder aux informations sur les ressources et les possibilités qui auraient pu les soutenir. Nous voulions savoir quels facteurs influencent l'accès des étudiants autistes aux informations sur les ressources et les possibilités dans les contextes universitaires. Qu'ont fait les chercheurs ? Nous avons interrogé 14 étudiants autistes dans une université des États-Unis. Nous leur avons posé des questions sur leurs expériences académiques et sociales, sur le soutien qu'ils avaient reçu ou non, et sur la manière de mieux soutenir les étudiants autistes. Une équipe de chercheurs autistes et non autistes a lu les réponses des participants et recherché des thèmes communs dans l'ensemble des entretiens. Quels ont été les résultats de l'étude ? Nous avons constaté que l'accès des étudiants universitaires autistes aux informations sur les ressources et les possibilités était influencé par de multiples facteurs. Par exemple, les étudiants doivent souvent parler à quelqu'un pour connaître une ressource ou obtenir de l'aide, et cela était difficile pour de nombreux participants. Nous avons également constaté que la manière dont les universités diffusent l'information n'est pas conçue en tenant compte des personnes autistes. Par exemple, de nombreuses universités diffusent des informations sur les ressources lors d'événements très fréquentés. Il peut également être difficile d'obtenir des informations sur les ressources liées au handicap. Les participants ont recommandé que les universités diffusent l'information dans des environnements à faible stimulation sensorielle, aident les étudiants autistes à entrer en relation les uns avec les autres et facilitent la connaissance et l'accès aux ressources liées au handicap. Qu'apportent ces résultats à ce qui était déjà connu ? La plupart des recherches sur ce sujet ont porté sur la manière dont les étudiants universitaires autistes trouvent de l'information dans les bibliothèques universitaires. Nous nous sommes intéressés à la façon dont les étudiants autistes accèdent à l'information dans de nombreuses situations différentes. Cette étude suggère des mesures que nous pouvons prendre pour rendre l'information plus accessible aux étudiants autistes, ce qui pourrait aider les étudiants à accéder aux ressources dont ils ont besoin. Quelles sont les faiblesses potentielles de l'étude ? Une faiblesse est que la plupart des étudiants universitaires autistes que nous avons interrogés étaient blancs et issus de milieux familiaux très instruits. Nous n'avons également interrogé que des personnes qui étaient alors étudiantes ou qui avaient récemment obtenu leur diplôme. Comme nous n'avons pas parlé avec de nombreux étudiants autistes racisés, d'étudiants autistes qui étaient les premiers de leur famille à fréquenter l'université, ni d'étudiants autistes qui avaient quitté l'université avant l'obtention de leur diplôme, nos recommandations pourraient n'être utiles qu'à certains étudiants autistes. Comment ces résultats aideront-ils les adultes autistes aujourd'hui ou à l'avenir ? L'un des objectifs de cette étude était de fournir des recommandations sur la manière de mieux soutenir les étudiants autistes dans l'université où l'étude a été menée. Nous espérons que ces recommandations seront utiles lorsque les administrateurs et les enseignants universitaires, ainsi que les étudiants autistes, travailleront ensemble pour faire des universités des lieux plus inclusifs.

Background: More autistic adults pursue higher education each year, but rates of mental health conditions and graduation rates suggest that they are not being adequately supported. In this qualitative study, we report on factors that influence how autistic university students learn about the resources and opportunities available to help students succeed in higher education. Methods: We interviewed 14 autistic students at a public university in the United States as part of a larger project to understand the campus climate for autistic students. Participants were interviewed either in groups or individually via Zoom, or asynchronously over email. We used reflexive thematic analysis to identify patterns of meaning across the data set and provide a theoretically informed interpretation of autistic university students' access to information about resources and opportunities. Results: We constructed two themes related to the difficulties autistic students face in accessing information. The first theme was Challenges Navigating the Interactions Required to Access Information. This theme positions participants' accounts of difficulty accessing socially mediated information within a reciprocal framework. The second theme was University Expectations Limit Information Access. This theme explains how university expectations, practices, and policies that were not designed with autistic students in mind can serve as a barrier to information access. Conclusions: Our participants' experiences highlighted how access to information about the resources and opportunities that could support their success can impact not only their academic and interpersonal experiences but also their sense of belonging to their university community. By better understanding the multiple, interacting factors that influence autistic university students' access to information—and subsequently, resources and opportunities—we can move toward informed, structural changes in higher education that will provide more equitable access to autistic people. Community brief Why is this an important issue? More autistic people go to university every year, but many struggle, and universities are still learning how to support autistic students. Many universities have resources for students, but these are only helpful if you know about them and how to access them. What was the purpose of this study? We wanted to understand autistic students' experiences at a particular university and to give recommendations to the university on how to better support their students. After we interviewed autistic students, we noticed that all of them had trouble accessing information about resources and opportunities that could have supported them. We wanted to learn about what influences autistic students' access to information about resources and opportunities in university settings. What did the researchers do? We interviewed 14 autistic students at a university in the United States. We asked them questions about their academic and social experiences, about the support they received or did not receive, and about how to better support autistic students. A team of autistic and non-autistic researchers read participants' responses and looked for common themes across the interviews. What were the results of the study? We found that autistic university students' access to information about resources and opportunities was influenced by multiple factors. For example, students often have to talk to someone to learn about a resource or get help, and this was hard for many participants. We also found that the way that universities share information is not designed with autistic people in mind. For example, many universities share information about resources at crowded events. It can also be difficult to get information about disability-related resources. Participants recommended that universities share information in low sensory environments, help autistic students connect with each other, and make it easier to learn about and access disability-related resources. What do these findings add to what was already known? Most research on this topic has been about how autistic university students find information in university libraries. We were interested in how autistic students access information in many different situations. This study suggests steps we can take to make information more accessible for autistic students, which could help students connect to resources they need. What are potential weaknesses in the study? One weakness is that most of the autistic university students we interviewed were White and from highly educated family backgrounds. We also only interviewed people who were current students or had recently graduated. Because we did not speak with many autistic students of color, autistic students who were the first in their family to attend university, or with autistic students who left university before graduating, our recommendations may only be helpful to some autistic students. How will these findings help autistic adults now or in the future? One goal of this study was to provide recommendations on how to better support autistic students at the university where the study was conducted. We hope that the recommendations will be helpful as university administrators and educators and autistic students work together to make universities more inclusive places.

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 : 12/09/2026 18:16.

Références citées
124
Avec un DOI
98
Sans DOI, à partir du texte brut de la bibliographie
26
14 / 124 (11,3 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
9 / 124 (7,3 %)
Références avec noms d’auteurices détectés
115 / 124 (92,7 %)
Sans nom d’auteurice détecté
9
Sans titre structuré
9
Sans identifiant stable
26
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
0
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
305
À partir du DOI ou de métadonnées externes
305
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
9
82 / 305 (26,9 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 223 / 305 (73,1 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
24 / 305 (7,9 %)
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 : 24 / 82 (29,3 %). Personnes distinctes identifiées comme autistes : 23 / 293 (7,8 %).
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