Titre :

‘We need to change our way of thinking about education’: a thematic analysis of university staff’s experience supporting autistic students in France

Auteur(s) :

McPeake, Emma [Auteur]
Laboratoire de Psychopathologie et Processus de Santé [LPPS (URP_4057)]
Lamore, Kristopher [Auteur]
Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Boujut, Émilie [Auteur]
Laboratoire de Psychopathologie et Processus de Santé [LPPS - EA 4057]
El Khoury, Joelle [Auteur]
Laboratoire de Psychopathologie et Processus de Santé [LPPS (URP_4057)]
Clément, Céline [Auteur]
Université de Strasbourg [UNISTRA]
Zorn, Sabine [Auteur]
Groupe de recherche sur le handicap, l’accessibilité, les pratiques éducatives et scolaires [Grhapes]
Plumet, Marie-Hélène [Auteur]
Laboratoire de Psychopathologie et Processus de Santé [LPPS - EA 4057]
Pellenq, Catherine [Auteur]
Laboratoire de Recherche sur les Apprentissages en Contexte [LaRAC]
Cappe, Émilie [Auteur]
Laboratoire de Psychopathologie et Processus de Santé [LPPS (URP_4057)]

Titre de la revue :

International Journal of Inclusive Education

Nom court de la revue :

International Journal of Inclusive Education

Pagination :

1-22

Éditeur :

Taylor & Francis (Routledge)

Date de publication :

2024-09-05

ISSN :

1360-3116

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

Whilst the prevalence of autistic students attending university in France is increasing, limited research has explored the experiences of university professors and disability support staff in French higher education. The ...
Lire la suite >Whilst the prevalence of autistic students attending university in France is increasing, limited research has explored the experiences of university professors and disability support staff in French higher education. The current study sought to fill this gap in the literature using a qualitative research design. Semi-structured interviews were conducted with 26 university staff members (14 university professors, 8 disability support office staff, 4 ‘other support professionals’). Data was analysed using thematic analysis. Six main themes were identified: (1) Taking a holistic approach, (2) Adapting communication, (3) Relying on intuition, (4) What diagnosis? (5) The benefits of inclusion and (6) Navigating levels of support. Themes describe how participants engaged autistic students in higher education, their challenges, and their successes. Whilst professionals sought to provide personalised support to students, the analysis indicates more training and support is required as university staff reported a range of difficulties supporting autistic students at university. Results from the current study can contribute to the development of policy and practice with regard to the implementation of inclusive practices in French higher education. Of note, participants highlighted the need to access more holistic support from a range of professionals in addition to further training.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Projet ANR :

Université de Paris

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

• Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Équipe(s) de recherche :

Équipe Dynamique Émotionnelle et Pathologies (DEEP)

Date de dépôt :

2024-09-26T07:55:20Z
2024-10-02T07:41:24Z