Comment les étudiants autistes vivent l'enseignement supérieur

Titre original en anglais : How students on the autism spectrum experience higher education

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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Connolly, S. (2020). How students on the autism spectrum experience higher education [Dissertation, Sheffield Hallam University]. Sheffield Hallam University. https://doi.org/10.7190/shu-thesis-00382

Date de publication: 01/01/2020 Ajout dans AutiHub: 14/09/2026 Type: Thèse Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
1
Auteur·ices de la publication identifié·es comme autistes
1 / 1 (100,0 %)
  1. Stephen Connolly *

Résumé

En tant qu'étudiant, chercheur et enseignant autiste, je suis alarmé de constater, dans la littérature, que les étudiants autistes sont les plus susceptibles, parmi tous les étudiants, d'échouer à l'université. Cela malgré le fait que les étudiants autistes soient catégorisés comme de grands réussisseurs dans l'enseignement. Cela soulève une question importante : pourquoi les étudiants autistes considérés comme ayant des aptitudes académiques n'obtiennent-ils toujours pas leur diplôme ? Pour étudier cette question, sept étudiants autistes, dont moi-même, ont participé à une recherche émanciparticipative afin d'explorer nos expériences en tant qu'étudiants s'identifiant comme autistes dans l'enseignement supérieur (ES). L'approche émanciparticipative adoptée pour cette étude a été élaborée pendant et pour cette recherche, comme moyen de traiter les problèmes liés à la recherche participative et émanciparticipative traditionnelle. L'émanciparticipatif est une méthodologie flexible qui vise à développer l'engagement par l'accessibilité et la prise en compte de la relation chercheur-participant, tout en étant réalisable dans les contraintes du milieu académique. Pour ce faire, chaque étudiant a participé par le moyen qui lui convenait, a reçu autant de contrôle que possible et a participé autant ou aussi peu qu'il le souhaitait. La recherche a produit une grande quantité de données, dont certaines s'étendaient sur plus de quatre ans. L'analyse de ces données a identifié cinq thèmes clés : le contrôle de l'étiquette, la socialité, le bien-être, les soutiens académiques et le travail supplémentaire lié au fait d'être un étudiant autiste handicapé. Ces thèmes ont révélé à quel point « l'expérience universitaire dans son ensemble » peut être hostile, les objectifs des étudiants passant de la réussite académique à la survie face à de multiples obstacles. Pourtant, les étudiants n'ont pas fait face à un assaut complet de difficultés ; parfois, pour certains, les pratiques rencontrées chez le personnel ainsi que les adaptations de l'environnement, de l'apprentissage et des relations entre pairs ont favorisé un environnement sain dans lequel les étudiants pouvaient s'engager et effectivement réussir au-delà de leurs attentes. À partir de ces expériences, nous formulons ensuite un certain nombre de recommandations visant à promouvoir les bonnes pratiques et à remettre en question les mauvaises pratiques, tant au sein de l'université que dans la recherche.

As an autistic student, researcher, and lecturer, I am alarmed to see the acknowledgment within literature, that autistic students are the most likely of all students to fail at university. This is despite autistic students being categorised as high achievers within education. This raises an important question, why are autistic students who are considered academically able, still not graduating? To investigate this, seven autistic students (including myself) engaged in emanciparticipatory research to explore our experiences as students who identify as autistic in Higher Education (HE). The emanciparticipatory approach taken for this study was developed during and for this research, as a means of addressing the issues with traditional participatory and emanciparticipatory research. Emanciparticipatory is a flexible methodology that aims to develop engagement through accessibility and addressing the researcher-participant relationship, whilst being achievable within the constraints of academia. To do this each student engaged via a means that suited them, they were given as much control as possible and engaged as much or as little as they chose. The research produced a wealth of data some spanning over four years. Analysis of this data identified five key themes: control of label, sociality, wellbeing, academic supports and additional labour of being a disabled autistic student. These themes revealed how hostile the ‘whole university experience’ can be, with student goals switching from academic success to surviving in the face of multiple barriers. Yet, the students did not face a complete onslaught of challenges, at times for some, the practice that they encountered from staff and the adaptions to the environment, learning and peer-to-peer relationships promoted a healthy environment where students could engage and indeed succeed beyond their expectations. From these experiences we then make a number of recommendations to promote good practice and challenge poor practice both within university and research.

Bibliographie citée par cette référence

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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 : 23/10/2026 07:56.

Références citées
248
Avec un DOI
222
Sans DOI, à partir du texte brut de la bibliographie
0
17 / 248 (6,9 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
2 / 248 (0,8 %)
Références avec noms d’auteurices détectés
246 / 248 (99,2 %)
Sans nom d’auteurice détecté
2
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Sans identifiant stable
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Références avec noms bruts d’auteurices restant à vérifier
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Références avec problème de récupération des métadonnées externes
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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
647
À partir du DOI ou de métadonnées externes
647
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
0
151 / 647 (23,3 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 496 / 647 (76,7 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
29 / 647 (4,5 %)
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 : 29 / 151 (19,2 %). Personnes distinctes identifiées comme autistes : 18 / 574 (3,1 %).
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