Améliorer l'expérience des étudiants autistes dans l'enseignement supérieur : élaboration d'un cadre communautaire pour l'épanouissement des étudiants autistes individuels et de la communauté autiste

Titre original en anglais : Improving Autistic Students' Experiences in Higher Education: Developing a Community Framework for Individual Autistic Student and Autistic Community Flourishing

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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Janse van Rensburg, M. G. & Liang, B. (2023). Improving Autistic Students' Experiences in Higher Education: Developing a Community Framework for Individual Autistic Student and Autistic Community Flourishing. Autism in Adulthood, 7(2), 141-154. https://doi.org/10.1089/aut.2022.0079

Date de publication: 10/04/2023 Ajout dans AutiHub: 05/09/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Texte intégral Source OpenAlex

Cette publication est intégrée dans AutiHub via :

Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Margaret G. Janse van Rensburg
  2. Bridget Liang *

Résumé

En tant que cohorte connaissant la croissance la plus rapide parmi les populations étudiantes en situation de handicap, les étudiants autistes sont souvent déçus par des établissements d'enseignement supérieur (ES) intrinsèquement capacitistes. Traditionnellement, les établissements d'ES ont cherché à soutenir les étudiants autistes au moyen d'une approche individualisée, en plaçant sur l'étudiant autiste la responsabilité de rechercher et de défendre l'obtention de soutiens académiques et non académiques. Toutefois, la communauté au sens large conserve des possibilités de favoriser le bien-être individuel et communautaire des personnes autistes. Cette analyse conceptuelle évalue l'environnement et les approches actuels dans l'ES pour soutenir la réussite académique et le bien-être des personnes autistes, et décrit un cadre communautaire fondé sur un effort collectif combiné qui favorise l'épanouissement des étudiants autistes individuels et de la communauté autiste. Elle apporte une approche alternative du soutien aux étudiants autistes, faisant du bien-être individuel et communautaire des personnes autistes la responsabilité des pairs, du personnel de soutien, des enseignants et du corps professoral, ainsi que de l'établissement, et identifie la nécessité de restructurer les établissements afin qu'ils œuvrent à promouvoir la culture autiste et fournissent des soutiens et des aménagements autonomes. Résumé communautaire Quel est le problème ? À l'heure actuelle, les établissements d'enseignement supérieur (ES ; c'est-à-dire les collèges et les universités) soutiennent ou ne soutiennent pas les étudiants autistes de nombreuses manières différentes. Les pairs, les enseignants et le corps professoral, le personnel de soutien et les établissements ont la possibilité de participer au soutien des étudiants autistes. Cependant, les établissements d'ES ne disposent pas d'un cadre clair permettant de faire du bien-être des étudiants autistes une responsabilité communautaire. Quel est l'objectif de cet article ? L'objectif de cet article est d'évaluer les façons actuelles dont les établissements d'ES soutiennent la réussite académique et le bien-être des étudiants autistes, et de décrire un cadre pour un effort collectif visant à promouvoir l'épanouissement des étudiants autistes individuels et de la communauté autiste. Qu'a révélé l'évaluation ? Notre évaluation montre que la non-acceptation de l'autisme, la stigmatisation et l'oppression peuvent affecter l'expérience des étudiants autistes, rendant plus difficiles la transition vers l'ES, la réussite académique et le bien-être. Les approches traditionnelles de soutien aux étudiants autistes, y compris les soutiens académiques formels, les soutiens académiques informels et les soutiens non académiques, peuvent ne pas être accessibles à tous les étudiants autistes. Quel cadre les auteurs proposent-ils ? Notre cadre repose sur une compréhension critique de l'apprentissage et de l'autisme, qui valorise l'expérience autiste. L'objectif est de soutenir la réussite académique et le bien-être des personnes autistes et de réduire la nécessité pour les étudiants autistes de masquer, de changer ou de rechercher du soutien afin de « s'intégrer » dans l'ES. Le cadre place au centre les étudiants autistes individuels et la communauté autiste, en attribuant la responsabilité de la réussite académique et du bien-être des étudiants au collectif plus large de l'ES. Les pairs, les enseignants et le corps professoral, le personnel de soutien et les établissements sont présentés comme exerçant une influence sur la réussite académique et le bien-être des étudiants autistes. Ces acteurs clés peuvent promouvoir la culture autiste en étant ouverts aux décisions des étudiants autistes concernant la divulgation ; en appliquant une conception universelle de l'apprentissage (UDL) ; en reconnaissant la neurodiversité comme une importante initiative de diversité, d'équité et d'inclusion ; en proposant et en suivant des formations sur la neurodiversité ; en développant et en améliorant des centres culturels du handicap ; et en mettant en valeur la culture autiste dans le milieu universitaire ; la culture autiste peut être promue. En outre, ils peuvent soutenir l'autonomie des étudiants autistes en respectant leur autonomie, en mettant en place des services complets et interconnectés ; en normalisant les aménagements académiques ; et en proposant des soutiens non académiques. Comment ce cadre peut-il aider les adultes autistes maintenant ou à l'avenir ? Les auteurs espèrent que cet article contribuera à créer un changement à l'échelle du système grâce à un effort collectif combiné visant à promouvoir l'épanouissement des étudiants autistes individuels et de la communauté autiste dans l'ES.

As the fastest growing cohort of disabled student populations, autistic students are often let down by inherently ableist institutions of higher education (HE). Traditionally, institutions of HE have sought to support autistic students through an individualized approach, placing the responsibility on the autistic student to seek out and advocate for academic and nonacademic support. However, there remain opportunities for the broader community to foster autistic individual and community well-being. This conceptual analysis evaluates the current environment and approaches in HE for supporting autistic academic success and well-being and describes a community framework based on a collective combined effort that invites individual autistic students and autistic community flourishing. It contributes an alternative approach to supporting autistic students, making autistic individual and community well-being the responsibility of peers, support staff, instructors and faculty, and the institution, identifying a need to restructure institutions into ones that work to promote autistic culture and provide autonomous supports and accommodations. Community brief What is the problem? Right now, there are a lot of different ways in which institutions of Higher Education (HE; i.e., colleges and universities) do and do not support autistic students. There are opportunities for peers, instructors and faculty, support staff, and institutions to get involved in supporting autistic students. However, institutions of HE do not have a clear framework to make the wellbeing of autistic students a community responsibility. What is the purpose of this article? The purpose of this article is to evaluate the current ways in which institutions of HE support the academic success and wellbeing of autistic students and to describe a framework for a collective effort to promote individual autistic student and community flourishing. What did the evaluation find? Our evaluation demonstrates that non-acceptance of autism, stigma, and oppression may impact an autistic students' experiences, making the transition to HE, academic success, and wellbeing more difficult. Traditional approaches to supporting autistic students, including formal academic supports, informal academic supports, and non-academic supports, may not be accessible to all autistic students. What framework do the authors propose? Our framework uses a critical understanding of learning and autism, valuing autistic experience. The goal is to support autistic academic success and wellbeing and to reduce the need for autistic students to mask, change, or seek out support to ‘fit in’ to HE. The framework centers individual autistic students and the autistic community, placing the responsibility of academic success and student wellbeing on the larger HE collective. Peers, instructors and faculty, support staff, and institutions are shown as having influence on the academic success and wellbeing of autistic students. These key players can promote autistic culture by being open to autistic students' decisions around disclosure; applying a Universal Design for Learning (UDL); recognizing neurodiversity as an important diversity, equity, and inclusion initiative; offering and engaging in neurodiversity trainings; developing and enhancing disability cultural centers; and featuring autistic culture in the academe; autistic culture can be promoted. Furthermore, they can support autistic student agency by honouring autistic students' autonomy, building comprehensive and connected services; normalizing academic accommodations; and offering non-academic supports. How can this framework help autistic adults now or in the future? The authors hope that this article helps to create a system-wide change through a collective, combined effort to promote individual autistic student and autistic community flourishing in HE.

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 18:17.

Références citées
86
Avec un DOI
70
Sans DOI, à partir du texte brut de la bibliographie
16
17 / 86 (19,8 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
5 / 86 (5,8 %)
Références avec noms d’auteurices détectés
81 / 86 (94,2 %)
Sans nom d’auteurice détecté
5
Sans titre structuré
5
Sans identifiant stable
15
Références avec noms bruts d’auteurices restant à vérifier
5
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
234
À partir du DOI ou de métadonnées externes
234
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
5
103 / 234 (44,0 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 131 / 234 (56,0 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
30 / 234 (12,8 %)
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 : 30 / 103 (29,1 %). Personnes distinctes identifiées comme autistes : 24 / 214 (11,2 %).
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