Expériences, opportunités et défis des étudiants autistes dans l’enseignement supérieur à Singapour : une étude qualitative

Titre original en anglais : Autistic Students’ Experiences, Opportunities and Challenges in Higher Education in Singapore: A Qualitative Study

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Lim, E., Wong, S., Gürbüz, E., Kapp, S. K., López, B., & Magiati, I. (2023). Autistic Students’ Experiences, Opportunities and Challenges in Higher Education in Singapore: A Qualitative Study. Education Sciences, 13(8), 818. https://doi.org/10.3390/educsci13080818

Date de publication: 10/08/2023 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Elinor Lim
  2. Shawn Wong
  3. Emine Gürbüz
  1. Steven K. Kapp *
  2. Beatriz López
  3. Iliana Magiati

Résumé

Le nombre de personnes autistes entrant dans l’enseignement supérieur (ES) augmente régulièrement à travers le monde, mais la recherche visant à comprendre leurs expériences et leurs besoins de soutien se concentre encore presque exclusivement sur les perspectives des étudiants autistes fréquentant l’ES aux États-Unis, au Royaume-Uni et en Australie. La présente étude visait à explorer et à comprendre (i) les expériences, les opportunités et les défis des étudiants autistes dans l’ES à Singapour ; et (ii) les expériences des étudiants non autistes de l’ES lorsqu’ils étudient aux côtés de leurs pairs autistes et interagissent socialement avec eux. Vingt étudiants autistes et vingt-deux étudiants non autistes de l’ES à Singapour ont répondu à une enquête en ligne comportant des questions ouvertes. Une analyse par cadre a identifié des thèmes similaires à ceux de la littérature existante (p. ex., les étudiants autistes appréciaient une plus grande autonomie dans l’ES par rapport à l’école, mais avaient souvent des difficultés à concilier leurs nombreuses responsabilités académiques) ainsi que de nouveaux thèmes relatifs au contexte socioculturel unique de Singapour (p. ex., les personnes autistes singapouriennes subissent une forte pression pour « se fondre dans la masse » en raison des valeurs sociétales de conformité aux normes sociales). Les participants ont également relevé un isolement social considérable des étudiants autistes, probablement lié à un problème de double empathie entre les étudiants autistes et non autistes. L’amélioration de l’inclusivité tant au sein de l’ES que dans la société au sens large nécessite nécessairement un effort conjoint de nombreuses parties prenantes. Les recommandations comprennent la collaboration des parties prenantes de l’ES afin de développer et d’améliorer les soutiens (p. ex., la mise en œuvre de programmes formels de transition) destinés aux étudiants autistes, ainsi que l’intégration d’une éducation à la neurodiversité dans les programmes scolaires pour tous les étudiants.

The number of autistic people entering higher education (HE) is increasing steadily across the globe, yet research on understanding their experiences and support needs still focuses almost exclusively on the perspectives of autistic students attending HE in the U.S., U.K. and Australia. The present study sought to explore and understand (i) the experiences, opportunities, and challenges of autistic students in HE in Singapore; and (ii) non-autistic HE students’ experiences of studying alongside and socially engaging with their autistic peers. Twenty autistic and twenty-two non-autistic HE students in Singapore completed an online survey with open-ended questions. Framework analysis identified themes similar to those in the extant literature (e.g., autistic students enjoyed greater autonomy in HE compared to school, but often found difficulty juggling their numerous academic responsibilities) and novel themes pertaining to Singapore’s unique sociocultural context (e.g., Singaporean autistic people face high pressure to “blend in” due to societal values of conforming to social norms). Participants also noted considerable social isolation of autistic students, likely linked to a double empathy problem between autistic and non-autistic students. Improving inclusiveness both within HE and in the wider society is a necessarily joint effort among many stakeholders. Recommendations include HE stakeholders working together to develop and improve supports (e.g., implementing formal transition programmes) for autistic students and incorporating neurodiversity education into school curricula for all students.

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
78
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
7 / 78 (9,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
8 / 206 (3,9 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 8 / 66 (12,1 %). Auteurices cité·es distinct·es identifié·es comme autistes : 6 / 187 (3,2 %).
Occurrences citées rattachées à la base AutiHub
66 / 206 (32,0 %)
Auteurices cité·es distinct·es rattaché·es : 54 / 187 (28,9 %)
Occurrences rattachées, non identifiées comme autistes
58 / 66 (87,9 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 58 / 206 (28,2 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 48 / 54 (88,9 %).
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