Le rôle de l'orthophoniste dans le soutien aux étudiants autistes dans les contextes d'enseignement postsecondaire

Titre original en anglais : The Speech-Language Pathologist's Role in Supporting Autistic Students in Postsecondary Education Settings

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Santhanam, S. p., Bellon-Harn, M. L., Kashinath, S., Wilson, K. P., VanUitert, V. J., & Barnett, A. (2025). The Speech-Language Pathologist's Role in Supporting Autistic Students in Postsecondary Education Settings. American Journal of Speech-Language Pathology, 34(5), 2533-2546. https://doi.org/10.1044/2025_ajslp-24-00467

Date de publication: 21/07/2025 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Siva priya Santhanam
  2. Monica L. Bellon-Harn
  3. Shubha Kashinath
  1. Kaitlyn P. Wilson
  2. Victoria J. VanUitert *
  3. Alyssa Barnett

Résumé

OBJECTIF : Naviguer dans le paysage postsecondaire constitue un parcours complexe et intimidant pour de nombreux étudiants autistes en raison des idées fausses répandues au sujet de l'autisme parmi les pairs et les éducateurs non autistes. En outre, les obstacles à l'autoreprésentation limitent l'intégration scolaire et sociale des étudiants, compromettant en fin de compte leur capacité à obtenir leur diplôme. Malgré ces difficultés, le soutien apporté à cette population en matière de communication sociale, de fonctionnement exécutif et d'autoreprésentation demeure insuffisant. Les orthophonistes sont bien placés pour réduire les obstacles existants et apporter un soutien aux étudiants autistes et à leurs communautés postsecondaires dans ces domaines nécessaires. Cet article centré sur la pratique clinique met en évidence le rôle essentiel que les orthophonistes pourraient jouer dans l'établissement de soutiens personnalisés pour les étudiants autistes à l'université et décrit comment les orthophonistes peuvent tirer parti de leurs compétences uniques pour remplir ce rôle. MÉTHODE : En nous appuyant sur la littérature existante, l'expertise clinique, le cadre de la neurodiversité et les expériences vécues d'étudiants autistes à l'université, nous proposons des lignes directrices relatives aux soutiens indirects et directs que les orthophonistes peuvent fournir. En outre, nous présentons un exemple de cas et un plan de soutien personnalisé afin d'illustrer l'application des soutiens directs. CONCLUSIONS : Des soutiens directs et indirects ciblés sont essentiels au maintien des étudiants autistes dans les études, à leur réussite et à leurs taux d'obtention du diplôme, ainsi qu'à la construction d'une communauté postsecondaire accueillante. Cet article souligne comment les soutiens des orthophonistes destinés aux étudiants autistes à l'université relèvent du champ d'exercice et comment ces soutiens peuvent être mis en oeuvre au moyen des exemples concrets fournis. MATÉRIEL SUPPLÉMENTAIRE : https://doi.org/10.23641/asha.29496335.

PURPOSE: Navigating the postsecondary landscape is a complex and daunting journey for many autistic students due to widespread misconceptions about autism among nonautistic peers and educators. Additionally, barriers to self-advocacy limit students' academic and social integration, ultimately compromising their ability to graduate. Despite these challenges, there remains inadequate support for this population with social communication, executive functioning, and self-advocacy. Speech-language pathologists (SLPs) are well positioned to reduce existing barriers and provide support to autistic students and their postsecondary communities in these needed areas. This clinical focus article highlights the pivotal role SLPs could play in establishing personalized supports for autistic college students and describes how SLPs can leverage their unique skills to fulfill this role. METHOD: Drawing from existing literature, clinical expertise, the neurodiversity framework, and lived experiences of autistic college students, we offer guidelines for the indirect and direct supports that SLPs can provide. In addition, we provide a case example and personalized support plan to illustrate the application of direct supports. CONCLUSIONS: Targeted direct and indirect supports are crucial to autistic students' retention, success, and graduation rates and to building a welcoming postsecondary community. This article emphasizes how SLP supports for autistic college students fall within the scope of practice and how these supports can be operationalized through the concrete examples provided. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.29496335.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
70
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
7 / 70 (10,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
17 / 255 (6,7 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 17 / 117 (14,5 %). Auteurices cité·es distinct·es identifié·es comme autistes : 13 / 233 (5,6 %).
Occurrences citées rattachées à la base AutiHub
117 / 255 (45,9 %)
Auteurices cité·es distinct·es rattaché·es : 99 / 233 (42,5 %)
Occurrences rattachées, non identifiées comme autistes
100 / 117 (85,5 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 100 / 255 (39,2 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 86 / 99 (86,9 %).
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