Intellectuellement capables mais socialement exclus ? Une revue de la littérature et des recherches sur les étudiants autistes dans l'enseignement supérieur court

Titre original en anglais : Intellectually capable but socially excluded? A review of the literature and research on students with autism in further education

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Chown, N. & Beavan, N. (2011). Intellectually capable but socially excluded? A review of the literature and research on students with autism in further education. Journal of Further and Higher Education, 36(4), 477-493. https://doi.org/10.1080/0309877x.2011.643771

Date de publication: 15/12/2011 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Nicholas Chown *
  2. Nick Beavan

Résumé

L'autisme étant un trouble de l'apprentissage social, il constitue un désavantage dans tout contexte social tel qu'une salle de classe. Les années 1990 ont connu une hausse du nombre de jeunes diagnostiqués autistes qui approchent maintenant de l'âge d'entrer à l'université ; en effet, certains éléments indiquent que les étudiants autistes deviennent une cohorte importante dans l'enseignement supérieur court. Toutefois, des données anecdotiques suggèrent que ces étudiants font souvent face à des obstacles considérables en raison d'un manque général de sensibilisation et de compréhension de l'autisme, ainsi que de ses implications éducatives. Nous présentons ici les résultats de notre revue, réalisée pour le Dudley College, de la littérature et des recherches relatives à l'autisme dans l'enseignement supérieur court. Après avoir posé le contexte, nous mettons en évidence les principales conclusions de recherche et les orientations issues de la littérature sur la manière de lever les obstacles.

As autism is a social learning disability it is a disadvantage in any social setting such as a classroom. The 1990s saw a surge of young people diagnosed with autism who are now approaching college age; indeed there is evidence that students with autism are becoming a significant cohort in further education. However, anecdotal evidence suggests that such students are often the subject of substantial barriers due to a general lack of awareness and understanding of autism, and its educational implications. We report here the results of our review – for the Dudley College – of literature and research relating to autism in further education. After setting the scene, we highlight key research findings and guidance from the literature on how to break down barriers.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:30.

Références citées
41
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
0 / 41 (0,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
0 / 57 (0,0 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 0 / 7 (0,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 0 / 55 (0,0 %).
Occurrences citées rattachées à la base AutiHub
7 / 57 (12,3 %)
Auteurices cité·es distinct·es rattaché·es : 6 / 55 (10,9 %)
Occurrences rattachées, non identifiées comme autistes
7 / 7 (100,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 7 / 57 (12,3 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 6 / 6 (100,0 %).
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