Apprendre auprès des experts : évaluation d'une formation participative sur l'autisme et la conception universelle destinée aux enseignants universitaires

Titre original en anglais : Learning from the experts: Evaluating a participatory autism and universal design training for university educators

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». huit auteur·ices de cette publication sont identifié·es comme autistes dans le projet.

À propos de la mention auteur·ice autiste

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Waisman, T., Williams, Z. J., Cage, E., Santhanam, S. p., Magiati, I., Dwyer, P., Stockwell, K. M., Kofner, B., Brown, H. M., Davidson, D., Herrell, J., Shore, S. M., Caudel, D., Gurbuz, E., & Gillespie-Lynch, K. (2022). Learning from the experts: Evaluating a participatory autism and universal design training for university educators. Autism, 27(2), 356-370. https://doi.org/10.1177/13623613221097207

Date de publication: 02/06/2022 Ajout dans AutiHub: 05/07/2026 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
15
Auteur·ices de la publication identifié·es comme autistes
8 / 15 (53,3 %)
  1. TC Waisman *
  2. Zachary J. Williams *
  3. Eilidh Cage
  4. Siva priya Santhanam
  5. Iliana Magiati
  1. Patrick Dwyer *
  2. Kayden M. Stockwell *
  3. Bella Kofner *
  4. Heather M. Brown *
  5. Denise Davidson
  1. Jessye Herrell
  2. Stephen Mark Shore *
  3. David Caudel *
  4. Emine Gurbuz
  5. Kristen Gillespie-Lynch

Résumé

Les étudiants autistes présentent des forces et des difficultés susceptibles d'avoir une incidence sur leur pleine inclusion dans l'enseignement supérieur, y compris la stigmatisation. Une équipe participative de chercheurs autistes et non autistes a élaboré une formation sur l'autisme et la conception universelle (UD). Cette approche participative a placé les voix des collaborateurs autistes au centre de la conception et de l'évaluation de la formation. Quatre-vingt-dix-huit enseignants issus de 53 établissements répartis dans cinq pays ont réalisé des évaluations avant la formation (pré-tests), 89 ont réalisé des post-tests (après la formation) et 82 ont réalisé des évaluations de maintien (un mois après le post-test). La stigmatisation de l'autisme au pré-test était plus élevée chez les hommes, les enseignants ayant moins de connaissances sur l'autisme et ceux qui rapportaient une orientation accrue vers la dominance sociale. Les connaissances sur l'autisme, la stigmatisation de l'autisme et les attitudes à l'égard de l'UD se sont améliorées grâce à la formation. Les améliorations restaient apparentes un mois après le post-test, mais étaient quelque peu atténuées pour les connaissances et la stigmatisation. À notre connaissance, il s'agit de la première preuve du maintien dans le temps des bénéfices d'une formation sur l'autisme. La principale raison des participants pour s'inscrire à l'étude était d'acquérir une meilleure compréhension de la neurodiversité. Les retours indiquent que cet objectif a été atteint par la plupart, avec le bénéfice supplémentaire d'acquérir une compréhension de l'UD. Les résultats suggèrent que l'intérêt pour un type de diversité (par exemple, l'autisme) peut motiver les enseignants à apprendre des stratégies d'enseignement alignées sur l'UD qui bénéficient plus généralement à des étudiants diversifiés. Résumé grand public Les étudiants universitaires autistes ont de nombreuses forces. Ils rencontrent également des difficultés que les professeurs peuvent ne pas comprendre. Les professeurs peuvent ne pas comprendre à quoi ressemble la vie universitaire pour les étudiants autistes. Ils pourraient juger les étudiants autistes. Une équipe de chercheurs autistes et non autistes a créé une formation pour aider les professeurs à mieux comprendre les étudiants autistes. Cette formation a également donné aux professeurs des idées pour les aider à enseigner à tous leurs étudiants. Quatre-vingt-dix-huit professeurs ont répondu à un questionnaire en ligne avant la formation sur l'autisme. Ils ont partagé ce qu'ils ressentaient à propos de l'autisme et de l'enseignement. Avant notre formation, les professeurs qui en savaient davantage sur l'autisme appréciaient davantage l'autisme. Les professeurs qui pensaient que les personnes devraient être égales, ainsi que les femmes, appréciaient également davantage l'autisme. Ensuite, 89 des professeurs ont suivi notre formation et répondu à un autre questionnaire après la formation. Cela nous a aidés à voir ce qu'ils avaient appris grâce à la formation. Ils ont répondu à un questionnaire supplémentaire un mois plus tard. Cela nous a aidés à voir ce dont ils se souvenaient. Notre formation a aidé les professeurs à comprendre et à valoriser l'autisme. Elle les a également aidés à comprendre comment ils peuvent mieux enseigner à tous les étudiants. Les professeurs se souvenaient d'une grande partie de ce que nous leur avions enseigné. Cette étude montre qu'une formation à l'élaboration de laquelle des personnes autistes ont contribué peut aider les professeurs à mieux comprendre leurs étudiants autistes.

Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an autism and universal design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across five countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neurodiversity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of diversity (e.g. autism) can motivate faculty to learn UD-aligned teaching strategies that benefit diverse students more generally. Lay abstract Autistic university students have many strengths. They also go through difficulties that professors may not understand. Professors may not understand what college life is like for autistic students. They might judge autistic students. A team of autistic and non-autistic researchers made a training to help professors understand autistic students better. This training also gave professors ideas to help them teach all of their students. Ninety-eight professors did an online survey before the autism training. They shared how they felt about autism and teaching. Before our training, professors who knew more about autism appreciated autism more. Professors who thought people should be equal and women also appreciated autism more. Then, 89 of the professors did our training and another survey after the training. This helped us see what they learned from the training. They did one more survey a month later. This helped us see what they remembered. Our training helped professors understand and value autism. It also helped them understand how they can teach all students better. The professors remembered a lot of what we taught them. This study shows that a training that autistic people helped make can help professors understand their autistic students better.

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 11:54.

Références citées
109
Avec un DOI
84
Sans DOI, à partir du texte brut de la bibliographie
25
11 / 109 (10,1 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
21 / 109 (19,3 %)
Références avec noms d’auteurices détectés
104 / 109 (95,4 %)
Sans nom d’auteurice détecté
5
Sans titre structuré
21
Sans identifiant stable
24
Références avec noms bruts d’auteurices restant à vérifier
5
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
343
À partir du DOI ou de métadonnées externes
343
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
17
130 / 343 (37,9 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 213 / 343 (62,1 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
22 / 343 (6,4 %)
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 / 130 (16,9 %). Personnes distinctes identifiées comme autistes : 20 / 302 (6,6 %).
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