An increasing number of autistic students attend mainstream secondary schools in both France and Quebec. The importance of considering their views on subjects that affect their daily life is now well established in education research. Still, little is known about how these students cope with specific aspects of inclusion. This article explores the school experience of teenagers, considered as “the most expert, most capable of telling what it is like to be them” (Speraw in Qual Health Res 19(6):732–743, p 736, 2009), regarding their academic and social inclusion. Specifically, we aim to identify inhibitors and enablers to promoting successful educational experiences in a Francophone context; 26 autistic students (aged 12–16), attending mainstream secondary schools in France (n = 17) and Quebec (n = 9), were interviewed. Managing sensory aspects, perceived immature behaviours from their peers and tiredness are identified as the main hardships of school life. Being included in an intensive academic programme, being driven by a passion and having a friend inside the school are reported as important enablers. For high-functioning autistic students, transition into adult life constitutes one of the major challenges and has to be anticipated as soon as possible. Recommendations for practice are put forward to foster their empowerment and specify support needed to help them gain essential autonomy and practical skills necessary in the workplace and to be able to speak for themselves.

中文翻译：

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高功能自闭症学生谈论主流中学的融合体验

在法国和魁北克，越来越多的自闭症学生就读于主流中学。在教育研究中，考虑到他们对影响其日常生活的主题的观点的重要性现在已经很明确。对于这些学生如何应对包容性的具体方面，仍然知之甚少。本文探讨了青少年的学校经历，他们被认为是“最有才华，最有能力说出他们是什么样的人”（Speraw in Qual Health Res 19（6）：732–743，p 736，2009），他们的学术和社会包容性。具体来说，我们旨在确定在法语国家中促进成功的教育经验的阻碍因素和推动因素；26名自闭症学生（12至16岁）在法国（n  = 17）和魁北克（n = 9），接受了采访。管理感官方面，同龄人感知的不成熟行为和疲倦被认为是学校生活的主要困难。据报道，被纳入密集型学术课程，受激情驱使和在学校内结交朋友是重要的推动力。对于功能强大的自闭症学生而言，过渡到成人生活是主要挑战之一，必须尽快进行预测。提出了一些实践建议，以增强他们的权能并提供必要的支持，以帮助他们获得工作场所必需的基本自主权和实践技能，并能够为自己说话。