Educational trajectories of autistic university students from Ann Wilcock’s perspective

Abstract

Previous studies have shown the multiple barriers faced by autistic people in educational contexts, particularly in higher education, where medicalized models and limited inclusive practices continue to restrict their full participation. This study analyzes the educational trajectories of autistic university students in Valdivia, Chile, from an occupational perspective inspired by Ann Wilcock and by critical autism studies. Using a qualitative multiple case study design, four students from two universities participated through semi-structured interviews and the shadowing technique. The findings reveal how diagnosis, therapeutic experiences, and interactions with the environment shape their identities and professional projects. Tensions are identified between the desire to belong and the persistence of institutional barriers, while autistic friendships and activism emerge as forms of biosociality and biocitizenship. The study highlights the need for universities to strengthen inclusive policies that acknowledge the subjective and contextual dimensions of the autistic experience as an epistemic community, promoting more equitable and meaningful educational trajectories.