« Voir la valeur de qui nous sommes » : comprendre et soutenir les étudiants universitaires autistes

Titre original en anglais : “Seeing the Value of Who We Are”: Understanding and Supporting Autistic University Students

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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Tan, D., Rabuka, M., Hardy, L., Haar, T., & Pellicano, E. (2025). “Seeing the Value of Who We Are”: Understanding and Supporting Autistic University Students. Autism in Adulthood. https://doi.org/10.1089/aut.2024.0302

Date de publication: 21/03/2025 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Source OpenAlex

Cette publication est intégrée dans AutiHub via :

Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
1 / 5 (20,0 %)
  1. Diana Tan
  2. Marion Rabuka
  3. Lara Hardy
  4. Tori Haar *
  5. Elizabeth Pellicano

Résumé

Contexte : Le nombre d'étudiants autistes s'inscrivant dans les universités augmente, mais nombre d'entre eux rencontrent des difficultés importantes pour faire face aux exigences académiques, sociales et environnementales. Les recherches existantes se concentrent souvent sur les forces et les faiblesses des étudiants autistes. Bien qu'éclairante, la dichotomisation des caractéristiques individuelles peut limiter notre capacité à identifier les obstacles systémiques au sein de l'enseignement supérieur. Méthodes : Guidés par les modèles sociaux et des droits humains du handicap, nous avons adopté une approche participative afin d'identifier les facteurs entravant la réussite des étudiants autistes dans les contextes universitaires. Notre équipe de chercheurs autistes et non autistes a mené une étude qualitative pour explorer les expériences des étudiants universitaires autistes en Australie et la manière dont les universités peuvent créer des conditions leur permettant de s'épanouir. Nous avons mené des entretiens semi-structurés avec 21 adultes autistes qui avaient soit achevé au moins un cours universitaire, soit étudiaient dans le cadre d'un cours universitaire, soit s'étaient auparavant inscrits à au moins un cours universitaire en Australie sans le poursuivre jusqu'à son terme. Nous avons appliqué une analyse thématique réflexive lors de l'analyse des transcriptions de nos participants. Résultats : Nous avons identifié les quatre thèmes clés suivants : (1) « [Luttant] très durement pour aller jusqu'au bout », mettant en évidence les difficultés auxquelles les étudiants autistes sont confrontés ; (2) « [Prenant] beaucoup plus de temps pour essayer de comprendre le système », décrivant les difficultés à naviguer dans les structures universitaires ; (3) Favoriser un environnement habilitant, suggérant des moyens par lesquels les universités peuvent mieux soutenir les étudiants autistes ; et (4) Construire un sentiment d'appartenance, soulignant l'importance de liens significatifs et de l'acceptation. Conclusions : Sur la base de ces résultats, nous formulons 10 recommandations à l'intention des universités afin de créer des environnements plus inclusifs et plus favorables aux étudiants autistes. Cette étude souligne la nécessité pour les universités de s'engager activement auprès des étudiants autistes afin de comprendre leurs besoins et de mettre en oeuvre des stratégies de soutien appropriées.

Background: The number of autistic students enrolling in universities is increasing, yet many of them face significant challenges in navigating academic, social, and environmental demands. Existing research often focuses on autistic students’ strengths and weaknesses. While insightful, the dichotomizing of individual characteristics may limit our ability to identify systemic barriers within higher education. Methods: Guided by social and human rights models of disability, we adopted a participatory approach to identify factors hindering autistic students’ success in university settings. Our team of autistic and non-autistic researchers conducted a qualitative study to explore the experiences of autistic university students in Australia and how universities can create conditions that enable them to thrive. We conducted semi-structured interviews with 21 autistic adults who either had completed at least one university course, or were studying a university course, or had previously enrolled in but discontinued at least one university course in Australia. We deployed reflexive thematic analysis in analyzing our participants’ transcripts. Results: We identified four key themes as follows: (1) “Fight[ing] really hard to get through,” highlighting the challenges autistic students face; (2) “[Taking] a lot longer to try to make sense of the system,” describing difficulties navigating university structures; (3) Fostering an enabling environment, suggesting ways universities can better support autistic students; and (4) Building a sense of belonging, emphasizing the importance of meaningful connections and acceptance. Conclusions: Based on these findings, we provide 10 recommendations for universities to create more inclusive and supportive environments for autistic students. This study underscores the need for universities to actively engage with autistic students to understand their needs and implement appropriate support strategies.

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 14:01.

Références citées
93
Avec un DOI
84
Sans DOI, à partir du texte brut de la bibliographie
9
19 / 93 (20,4 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
7 / 93 (7,5 %)
Références avec noms d’auteurices détectés
86 / 93 (92,5 %)
Sans nom d’auteurice détecté
7
Sans titre structuré
6
Sans identifiant stable
9
Références avec noms bruts d’auteurices restant à vérifier
6
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
312
À partir du DOI ou de métadonnées externes
312
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
6
169 / 312 (54,2 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 143 / 312 (45,8 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
27 / 312 (8,7 %)
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 : 27 / 169 (16,0 %). Personnes distinctes identifiées comme autistes : 23 / 281 (8,2 %).
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