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

• Published in: International journal of inclusive education 2024-09, p.1-22
• Main Authors: McPeake, Emma, Lamore, Kristopher, Boujut, Émilie, El Khoury, Joelle, Clément, Céline, Zorn, Sabine, Plumet, Marie-Hélène, Pellenq, Catherine, Cappe, Émilie
• Format: Article
• Language: English
• Subjects: Cognitive science; Psychology
• ISSN: 1360-3116; 1464-5173
• DOI: 10.1080/13603116.2024.2380269

Whilst the prevalence of autistic students attending university in France is increasing, limited research has explored the experiences of university professors and disablity 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 (13 university professors, 9 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, results indicate 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 regards 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.