Construire un pont vers la réussite dans l'enseignement postsecondaire dans une perspective neurodiverse

Titre original en anglais : Building a Bridge to Postsecondary Success From a Neurodiverse Perspective

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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Tapia, M. (2025). Building a Bridge to Postsecondary Success From a Neurodiverse Perspective. In Collaborative Strategies for Designing Neuroinclusive College Campuses (pp. 87-118). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-6350-9.ch003

Date de publication: 12/08/2025 Ajout dans AutiHub: 02/10/2026 Type: Chapitre de livre Langue de l’article: Anglais
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Auteurs

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1 / 1 (100,0 %)
  1. Mark Tapia *

Résumé

Le mode de vie des étudiants de premier cycle universitaire constitue un équilibre complexe entre les études, la socialisation, les tâches de la vie quotidienne, les responsabilités personnelles et les possibilités offertes. La plupart des étudiants peuvent vivre de manière autonome et s'adapter à leur environnement avec peu d'aide. Certains étudiants qui s'identifient comme neurodivergents peuvent avoir des expériences différentes et éprouver des difficultés à réussir leur transition vers l'enseignement postsecondaire, ce qui entraîne des résultats scolaires et sociaux défavorables. Ce chapitre décrit les rôles des étudiants et des parties prenantes universitaires selon ma perspective en tant que personne neurodivergente. Les étudiants neurodivergents doivent recourir à l'autoreprésentation et à l'autodétermination afin de se sentir à l'aise pour faire une divulgation, rechercher le soutien nécessaire et participer à la vie universitaire. Les universités doivent disposer de l'infrastructure, des ressources et de l'état d'esprit favorable nécessaires pour aider les étudiants, tout en faisant preuve d'ingéniosité au niveau des départements et des organisations. Ce chapitre fournit des exemples de collaboration afin d'illustrer la complexité de la réussite dans l'enseignement postsecondaire pour les étudiants neurodivergents.

The college undergraduate lifestyle is a complex balance of academics, socialization, daily living tasks, personal duties, and opportunities. Most students can live independently and adapt to their surroundings with little assistance. Some students who identify as Neurodivergent may have different experiences and may struggle to transition successfully to postsecondary education, resulting in adverse academic and social outcomes. This chapter describes the roles of students and university stakeholders from my perspective as a Neurodivergent individual. Neurodivergent students need to use self-advocacy and self-determination to feel comfortable to disclose, seek necessary support, and engage in college life. Universities must have the infrastructure, resources, and supportive mindset to assist students while using ingenuity at the department and organization level. This chapter provides collaboration exemplars to illustrate the complexity of successful postsecondary achievement for Neurodivergent students.

Bibliographie citée par cette référence

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Références citées
85
Avec un DOI
44
Sans DOI, à partir du texte brut de la bibliographie
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7 / 85 (8,2 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
31 / 85 (36,5 %)
Références avec noms d’auteurices détectés
56 / 85 (65,9 %)
Sans nom d’auteurice détecté
29
Sans titre structuré
31
Sans identifiant stable
34
Références avec noms bruts d’auteurices restant à vérifier
29
Références avec problème de récupération des métadonnées externes
0
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Noms d’auteurices détectés dans la bibliographie citée
182
À partir du DOI ou de métadonnées externes
181
À partir du texte brut validé de la bibliographie
1
Noms bruts déjà validés
1
Noms bruts restant à vérifier
37
76 / 182 (41,8 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 106 / 182 (58,2 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
17 / 182 (9,3 %)
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 : 17 / 76 (22,4 %). Personnes distinctes identifiées comme autistes : 14 / 159 (8,8 %).
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