Obstacles liés au handicap auxquels les filles autistes sont confrontées dans l’enseignement secondaire : une revue systématique

Titre original en anglais : Disability barriers autistic girls face in secondary education: A systematic review

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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Urbaniak, K. & D'Amico, M. (2024). Disability barriers autistic girls face in secondary education: A systematic review. Autism, 29(4), 1019-1033. https://doi.org/10.1177/13623613241294189

Publication date: 12/11/2024 Ajout dans AutiHub: 17/09/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Texte intégral Source OpenAlex

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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Kathryn Urbaniak *
  2. Miranda D'Amico

Résumé

Les adolescentes autistes sont confrontées à des difficultés complexes et diverses dans le milieu scolaire, notamment des problèmes de santé mentale, des besoins sociaux et éducatifs non satisfaits, ainsi que l’exclusion sociale. Cette revue fournit un aperçu des recherches relatives aux obstacles auxquels les femmes autistes sont confrontées dans les milieux scolaires en rapportant leurs expériences ainsi que celles de femmes autistes réfléchissant à leur passé. Cette revue de la littérature présente des articles de revues évalués par les pairs publiés de janvier 2013 à mars 2023. Sur la base des 17 articles identifiés, les obstacles auxquels les filles sont confrontées dans le contexte de l’enseignement obligatoire se sont articulés autour de 4 thèmes : les obstacles sociétaux fondés sur le genre ; les obstacles institutionnels ou physiques des écoles ; les attentes sociales et communicationnelles ; et la stigmatisation. Ces résultats soulignent la nécessité pour les recherches futures de placer au centre les diverses expériences vécues et connaissances autistes, ainsi que l’inclusion des personnes autistes à tous les niveaux de participation, des espaces d’auto-représentation et de soutien entre pairs jusqu’à la coélaboration de formations et de politiques. Résumé en langage clair Les adolescentes autistes sont confrontées à des difficultés complexes et diverses dans le milieu scolaire, notamment des problèmes de santé mentale, des besoins sociaux et éducatifs non satisfaits, ainsi que l’exclusion sociale. L’objectif de cette revue était de fournir une idée générale des recherches relatives aux expériences des femmes autistes dans les contextes de l’enseignement secondaire en rapportant leurs expériences et les expériences vécues de femmes autistes réfléchissant à leur passé. Sur la base des articles identifiés, les obstacles auxquels les filles sont confrontées dans le contexte de l’enseignement obligatoire se sont articulés autour de quatre thèmes : les obstacles sociétaux fondés sur le genre ; les obstacles institutionnels ou physiques des écoles ; les attentes sociales et communicationnelles ; et la stigmatisation. L’étude a souligné la nécessité de sensibiliser et d’éduquer largement sur le thème de l’autisme les enseignants, le personnel de soutien, les psychologues scolaires et les pairs des jeunes autistes. Les résultats attirent l’attention sur la nécessité pour les recherches futures de se concentrer sur les différentes expériences vécues et connaissances des filles autistes.

Autistic adolescent girls face complex and diverse challenges in the school setting, specifically mental health issues, unmet social and education needs, and social exclusion. This review provides an overview of research relating to the barriers autistic females face in school settings by reporting on their experiences as well as those of autistic women reflecting on their past. This literature review presents peer-reviewed journal articles published from January 2013 to March 2023. Based on the 17 identified articles, the barriers girls face in the compulsory education setting centred on 4 themes of societal barriers grounded in gender; the institutional or physical barriers of schools; social and communicative expectations; and stigmatization. These results underscore the need for future research to centre diverse autistic lived experiences and knowledge, and autistic inclusion at all levels of participation, from self-advocacy and peer support spaces to the co-development of training and policy. Lay abstract Autistic adolescent girls face complex and diverse challenges in the school setting, specifically mental health issues, unmet social and education needs, and social exclusion. The purpose of this review was to provide a general idea of research relating to the experiences of autistic females in secondary school settings by reporting on their experiences and the lived experiences of autistic women reflecting on their past. Based on the identified articles, the barriers girls face in the compulsory education setting centred on four themes of societal barriers grounded in gender; the institutional or physical barriers of schools; social and communicative expectations; and stigmatization. The study highlighted that there is a need to sensitize and educate widely on the topic of autism for teachers, to support staff, school psychologists and peers of autistic youth. The results call attention to the need for future research to focus on the different lived experiences and knowledge of autistic girls.

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 : 19/09/2026 01:01.

Références citées
70
Avec un DOI
59
Sans DOI, à partir du texte brut de la bibliographie
8
8 / 70 (11,4 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
3 / 70 (4,3 %)
Références avec noms d’auteurices détectés
67 / 70 (95,7 %)
Sans nom d’auteurice détecté
3
Sans titre structuré
3
Sans identifiant stable
7
Références avec noms bruts d’auteurices restant à vérifier
3
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
265
À partir du DOI ou de métadonnées externes
265
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
5
131 / 265 (49,4 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 134 / 265 (50,6 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
12 / 265 (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 : 12 / 131 (9,2 %). Personnes distinctes identifiées comme autistes : 10 / 229 (4,4 %).
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