Le rôle de la famille dans les parcours d’études supérieures des étudiants autistes : une revue de portée

Titre original en anglais : The Role of Family in Autistic Students’ Higher Education Journeys: A Scoping Review

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Lim, E., Kapp, S. K., López, B., & Gürbüz, E. (2026). The Role of Family in Autistic Students’ Higher Education Journeys: A Scoping Review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-026-00539-z

Date de publication: 01/04/2026 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Elinor Lim
  2. Steven K. Kapp *
  3. Beatriz López
  4. Emine Gürbüz

Résumé

Résumé Un facteur clé influençant les expériences des étudiants autistes dans l’enseignement supérieur est la dynamique familiale des étudiants, mais la littérature sur ce sujet demeure fragmentée. La présente revue de portée vise à synthétiser les diverses perspectives (p. ex., membres de la famille, personnel de l’enseignement supérieur) sur ce sujet. Des recherches systématiques ont été effectuées dans les bases de données PsycINFO, Scopus, Web of Science et PubMed. Vingt-trois documents publiés entre 2008 et 2024 ont été inclus. Les études abordaient l’implication familiale, le soutien, le rôle de la famille et les relations familiales. Cette revue a révélé que le rôle principal de la famille dans les parcours d’études supérieures des étudiants autistes est de fournir un soutien non académique (p. ex., un soutien émotionnel). Les études futures devraient examiner les déterminants et les résultats de l’implication et du soutien de la famille, ainsi qu’étudier les rôles des membres de la famille autres que les parents.

Abstract A key factor influencing autistic students’ higher education experiences is students’ family dynamics, but literature on this topic remains fragmented. The present scoping review aims to synthesise the various perspectives (e.g., family members, higher education staff) on this topic. Systematic searches were performed on the PsycINFO, Scopus, Web of Science, and PubMed databases. Twenty-three records published between 2008 and 2024 were included. Studies discussed family involvement, support, the role of family, and family relationships. This review found that the main role of family in autistic students’ higher education journeys is to provide non-academic support (e.g., emotional support). Future studies should investigate determinants and outcomes of family involvement and support and examine the roles of non-parental family members.

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
79
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
5 / 79 (6,3 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
9 / 237 (3,8 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 9 / 65 (13,8 %). Auteurices cité·es distinct·es identifié·es comme autistes : 9 / 225 (4,0 %).
Occurrences citées rattachées à la base AutiHub
65 / 237 (27,4 %)
Auteurices cité·es distinct·es rattaché·es : 57 / 225 (25,3 %)
Occurrences rattachées, non identifiées comme autistes
56 / 65 (86,2 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 56 / 237 (23,6 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 48 / 57 (84,2 %).
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