Horlin Chiara, Almond Katie, Bowen Alex, Robertson Ashley
School of Psychology and Neuroscience, University of Glasgow, 62 Hillhead Street, Glasgow, G12 8QB, UK.
Curr Psychiatry Rep. 2024 Dec;26(12):771-776. doi: 10.1007/s11920-024-01560-x. Epub 2024 Nov 7.
Here we synthesise key recent (2021-2024) research that aims to understand the experience of autistic people, both staff and students, who navigate the Higher Education (HE) environment.
Autistic students and staff continue to experience a lack of flexible, consistent and personalised support within the HE context, and tensions remain between the benefits of disclosure and the discrimination that may result. Significant missed opportunities remain for greater social, emotional and practical supports for autistic members of the HE community. Distinct barriers to both access and 'flourishing' for autistic people within HE remain. Personal narratives continue to describe a range of both positive and negative experiences within HE, yet it remains clear that HE may be inherently hostile in its setup, and that it takes a great deal of effort to fight against this.
在此，我们总结了近期（2021 - 2024年）的关键研究，这些研究旨在了解在高等教育（HE）环境中学习和工作的自闭症患者（包括教职员工和学生）的经历。
自闭症学生和教职员工在高等教育环境中仍然缺乏灵活、一致和个性化的支持，披露自身情况的益处与可能导致的歧视之间的矛盾依然存在。为高等教育社区中的自闭症成员提供更多社会、情感和实际支持的机会仍被大量错失。自闭症患者在高等教育中的入学和“蓬勃发展”仍存在明显障碍。个人叙述继续描述了在高等教育中的一系列积极和消极经历，但很明显，高等教育在其设置上可能本质上就具有敌意，并且需要付出巨大努力来对抗这一点。
