Autistics Working in Academia: What Are the Barriers and Facilitators?

Autor/in	Jones, Sandra C.
Titel	Autistics Working in Academia: What Are the Barriers and Facilitators?
Quelle	In: Autism: The International Journal of Research and Practice, 27 (2023) 3, S.822-831 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Sandra C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613221118158
Schlagwörter	Autism Spectrum Disorders; College Faculty; Barriers; Teaching Conditions; Foreign Countries; Interpersonal Relationship; Interaction; Neurological Organization; Interpersonal Communication; Perceptual Impairments; Australia; United States; United Kingdom; New Zealand; Europe + Suchen Sie Ihr Suchwort? Autism; Autismus; Fakultät; Lehrbedingungen; Unterrichtsbedingungen; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Interpersonale Kommunikation; Perceptual handicaps; Wahrnehmungsstörung; Australien; USA; Großbritannien; Neuseeland; Europa
Abstract	Autistic people are under-represented in university student populations, but their numbers are growing, and the barriers to their inclusion are being recognised. Outside of the student body, autistic people in academia are often overlooked, although this is starting to change with the growth in inclusive autism research. However, they remain absent from the academic literature, despite the evident synergies between autistic strengths and academic careers. This study explored the perceptions of 37 autistic academics from various disciplines: what are the positives of working in academia for autistic people, and what are the negatives? Participants reported many positive aspects of an academic career, including the fit with the strengths, characteristics and motivations of autistic people. However, they also noted barriers and challenges -- social, environmental and structural -- many of which could be addressed by greater awareness and acceptance of autism. Given the considerable benefits that autistic teachers and researchers bring to higher education, there is a clear need for universities and colleges to implement changes to the physical and social environment to make academia more inclusive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01