Experiencias universitarias desde la perspectiva de mujeres autistas con diagnóstico tardío: un estudio mixto
Fecha
2024
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Universidad Antonio Ruiz de Montoya
Resumen
Esta investigación explora las experiencias universitarias de mujeres autistas con diagnóstico tardío. Se utilizó una metodología mixta anidada, con un enfoque cuantitativo descriptivo y un enfoque cualitativo basado en Análisis Temático Reflexivo [ATR]. El estudio incluyó la participación de 100 mujeres con diagnóstico formal de autismo que respondieron a una encuesta en línea. Los hallazgos revelaron una falta de actualización sobre el autismo entre los profesionales de la salud y su impacto en el ámbito educativo, lo que contribuye a la falta de sensibilización del personal docente y la ausencia de adaptaciones y ajustes razonables en la educación superior. Estas deficiencias incrementan las dificultades en la comunicación, las relaciones interpersonales y el cumplimiento de las exigencias académicas. Además, se identificó un riesgo significativo de deserción académica, el desarrollo de comorbilidades de salud mental y/o física, y una mayor dependencia en la vida adulta. En este contexto, la investigación aspira a orientar futuras políticas educativas inclusivas que reconozcan y valoren las capacidades de las mujeres autistas.
This research explores the college experiences of late-diagnosed autistic women. A mixed-nested method was used, with a descriptive quantitative approach and a qualitative approach based on Reflective Thematic Analysis [RTA]. The study involved the participation of 100 women with a formal diagnosis of autism who responded to an online survey. The findings revealed a lack of updates on autism among health professionals and its impact on the educational setting, which contributes to a lack of awareness among teaching staff and the absence of reasonable accommodations and adjustments in higher education. These deficiencies increase difficulties in communication, interpersonal relationships, and meeting academic demands. In addition, a significant risk of academic dropout, the development of mental and/or physical health comorbidities, and increased dependency in adult life were identified. In this context, the research aims to guide inclusive educational policies that recognize and value the capabilities of autistic women.
This research explores the college experiences of late-diagnosed autistic women. A mixed-nested method was used, with a descriptive quantitative approach and a qualitative approach based on Reflective Thematic Analysis [RTA]. The study involved the participation of 100 women with a formal diagnosis of autism who responded to an online survey. The findings revealed a lack of updates on autism among health professionals and its impact on the educational setting, which contributes to a lack of awareness among teaching staff and the absence of reasonable accommodations and adjustments in higher education. These deficiencies increase difficulties in communication, interpersonal relationships, and meeting academic demands. In addition, a significant risk of academic dropout, the development of mental and/or physical health comorbidities, and increased dependency in adult life were identified. In this context, the research aims to guide inclusive educational policies that recognize and value the capabilities of autistic women.
Descripción
Palabras clave
Autismo, Mujeres, Educación inclusiva, Experiencias educativa, Inclusión, Educación superior, Psicología
Citación
Díaz, A. (2024). Experiencias universitarias desde la perspectiva de mujeres autistas con diagnóstico tardío: un estudio mixto [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2703