“Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland / Neil KENNY in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1724-1737 Titre : “Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland Type de document : texte imprimé Auteurs : Neil KENNY, Auteur ; Alison DOYLE, Auteur ; Claire O’NEILL, Auteur ; Jessica K. DOYLE, Auteur ; Jane O’KELLY, Auteur ; Fiona EARLEY, Auteur ; Stuart NEILSON, Auteur Article en page(s) : p.1724-1737 Langues : Anglais (eng) Mots-clés : academics  autism  higher education  neurodiversity  space  workplace inclusion Index. décimale : PER Périodiques Résumé : This co-produced study explores the experiences of autistic staff working in higher education in Ireland, a group largely overlooked in existing research. While much attention has been given to autistic students, little research has explored how autistic academics navigate their professional roles. This study investigates the challenges and strengths autistic staff encounter within academic environments. Eleven autistic participants took part in semi-structured interviews, conducted flexibly to respect individual preferences and communication needs. Data were analysed using the Reflexive Thematic Analysis. Four key themes emerged: (1) Discovering being autistic, (2) Role ambiguity and institutional invisibility, (3) Stress, burnout, and workplace unpredictability, and (4) Autistic strengths. Participants described strengths such as hyper-focus, problem-solving, and deep commitment to teaching while also highlighting barriers such as unclear expectations, a lack of visibility, and high emotional labour. The findings underscore the need for more inclusive institutional practices that reduce the pressure to mask and protect against burnout. Supporting autistic staff through affirming environments not only enables individuals to thrive but also enriches the wider educational community by fostering diverse approaches to teaching, learning, and communication.Lay Abstract This study explores the experiences of autistic people who work as academic staff in universities. Autistic staff often face challenges such as unclear job expectations, misunderstandings from colleagues, and barriers to being open about their identity. Through interviews, we learned that many autistic academics care deeply about their work but feel unsupported in environments that reward constant social interaction, speed, and competition. Despite this, participants found creative ways to make space for themselves and others. This research helps us understand what autistic staff need to thrive in universities and shows why workplaces should value different ways of thinking, working, and communicating. Making these changes could benefit not only autistic staff but the wider academic community as well. En ligne : https://dx.doi.org/10.1177/13623613261440799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] “Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland [texte imprimé] / Neil KENNY, Auteur ; Alison DOYLE, Auteur ; Claire O’NEILL, Auteur ; Jessica K. DOYLE, Auteur ; Jane O’KELLY, Auteur ; Fiona EARLEY, Auteur ; Stuart NEILSON, Auteur . - p.1724-1737. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1724-1737 Mots-clés : academics  autism  higher education  neurodiversity  space  workplace inclusion Index. décimale : PER Périodiques Résumé : This co-produced study explores the experiences of autistic staff working in higher education in Ireland, a group largely overlooked in existing research. While much attention has been given to autistic students, little research has explored how autistic academics navigate their professional roles. This study investigates the challenges and strengths autistic staff encounter within academic environments. Eleven autistic participants took part in semi-structured interviews, conducted flexibly to respect individual preferences and communication needs. Data were analysed using the Reflexive Thematic Analysis. Four key themes emerged: (1) Discovering being autistic, (2) Role ambiguity and institutional invisibility, (3) Stress, burnout, and workplace unpredictability, and (4) Autistic strengths. Participants described strengths such as hyper-focus, problem-solving, and deep commitment to teaching while also highlighting barriers such as unclear expectations, a lack of visibility, and high emotional labour. The findings underscore the need for more inclusive institutional practices that reduce the pressure to mask and protect against burnout. Supporting autistic staff through affirming environments not only enables individuals to thrive but also enriches the wider educational community by fostering diverse approaches to teaching, learning, and communication.Lay Abstract This study explores the experiences of autistic people who work as academic staff in universities. Autistic staff often face challenges such as unclear job expectations, misunderstandings from colleagues, and barriers to being open about their identity. Through interviews, we learned that many autistic academics care deeply about their work but feel unsupported in environments that reward constant social interaction, speed, and competition. Despite this, participants found creative ways to make space for themselves and others. This research helps us understand what autistic staff need to thrive in universities and shows why workplaces should value different ways of thinking, working, and communicating. Making these changes could benefit not only autistic staff but the wider academic community as well. En ligne : https://dx.doi.org/10.1177/13623613261440799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

The Adult Autism Assessment Handbook / Davida HARTMAN

Public ISBD Titre : The Adult Autism Assessment Handbook : A Neurodiversity Affirmative Approach Type de document : texte imprimé Auteurs : Davida HARTMAN, Auteur ; Tara O'DONNELL-KILLEN, Auteur ; Jessica K. DOYLE, Auteur ; Maeve KAVANAGH, Auteur ; Anna DAY, Auteur ; Juliana AZEVEDO, Auteur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2023 Importance : 368 p. Format : 17,5cm x 24,5cm x 2,5cm ISBN/ISSN/EAN : 978-1-83997-166-2 Note générale : Bibliogr., Index Langues : Français (fre) Index. décimale : PAR-A PAR-A - Fonctionnement Autistique/Neurodivergence Résumé : Adult autism assessment is a new and fast-growing clinical area, for which professionals often feel ill-equipped. Autistic adults are often misdiagnosed which has enormous implications for their mental health. This accessible and comprehensive adult autism assessment handbook covers the most up to date research and best practice around adult autism assessment, centering the person's internal experiences and sense-making in clinical assessment, rather than subjective observation, thus providing the clinician with a truly paradigm shifting Neuro-Affirmative approach to autism assessment. Traditional clinical assessment tools are comprehensively explored and unpacked to enable the clinician to have full confidence in aligning traditional criteria to the Autistic person's subjective experiences. Full of additional resources like language guidelines and an exploration of the common intersections between Autistic experience and the effects of trauma, mental health and more, this book supplies a breadth of knowledge on key areas that affect Autistic adults in everyday life. The mixed team of neurotypical and neurodivergent authors describe lived experience of Autistic adults, a how-to for conducting Neuro-Affirmative assessments and post-assessment support, alongside reflections from practice. This book also has a directory of further resources including downloadable forms that you can use to prepare for your own assessments and a downloadable deep dive into Autistic perception. This guide will also support professionals through every step of the assessment process. Note de contenu : Fichier Téléchargeable : Deep Dive Perception : https://hachette-extras.s3.eu-west-2.amazonaws.com/prod/45098455335162/download/Hartman%20et%20al%209781839971662.pdf Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 The Adult Autism Assessment Handbook : A Neurodiversity Affirmative Approach [texte imprimé] / Davida HARTMAN, Auteur ; Tara O'DONNELL-KILLEN, Auteur ; Jessica K. DOYLE, Auteur ; Maeve KAVANAGH, Auteur ; Anna DAY, Auteur ; Juliana AZEVEDO, Auteur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2023 . - 368 p. ; 17,5cm x 24,5cm x 2,5cm. ISBN : 978-1-83997-166-2 Bibliogr., Index Langues : Français (fre) Index. décimale : PAR-A PAR-A - Fonctionnement Autistique/Neurodivergence Résumé : Adult autism assessment is a new and fast-growing clinical area, for which professionals often feel ill-equipped. Autistic adults are often misdiagnosed which has enormous implications for their mental health. This accessible and comprehensive adult autism assessment handbook covers the most up to date research and best practice around adult autism assessment, centering the person's internal experiences and sense-making in clinical assessment, rather than subjective observation, thus providing the clinician with a truly paradigm shifting Neuro-Affirmative approach to autism assessment. Traditional clinical assessment tools are comprehensively explored and unpacked to enable the clinician to have full confidence in aligning traditional criteria to the Autistic person's subjective experiences. Full of additional resources like language guidelines and an exploration of the common intersections between Autistic experience and the effects of trauma, mental health and more, this book supplies a breadth of knowledge on key areas that affect Autistic adults in everyday life. The mixed team of neurotypical and neurodivergent authors describe lived experience of Autistic adults, a how-to for conducting Neuro-Affirmative assessments and post-assessment support, alongside reflections from practice. This book also has a directory of further resources including downloadable forms that you can use to prepare for your own assessments and a downloadable deep dive into Autistic perception. This guide will also support professionals through every step of the assessment process. Note de contenu : Fichier Téléchargeable : Deep Dive Perception : https://hachette-extras.s3.eu-west-2.amazonaws.com/prod/45098455335162/download/Hartman%20et%20al%209781839971662.pdf Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0007155	PAR-A HAR	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	PAR - Particularités et Fonctionnement	Disponible

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