Promotion de l'accès à la communication, du choix et de l'agentivité pour les élèves autistes

Titre original en anglais : Promotion of Communication Access, Choice, and Agency for Autistic Students

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Donaldson, A. L., corbin, e., Zisk, A. H., & Eddy, B. (2022). Promotion of Communication Access, Choice, and Agency for Autistic Students. Language, Speech, and Hearing Services in Schools, 54(1), 140-155. https://doi.org/10.1044/2022_lshss-22-00031

Date de publication: 04/11/2022 Ajout dans AutiHub: 07/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
2 / 4 (50,0 %)
  1. Amy L. Donaldson
  2. endever* corbin *
  3. Alyssa Hillary Zisk *
  4. Brandon Eddy

Résumé

OBJECTIF : Les familles et les professionnels considèrent souvent la communication améliorée et alternative (CAA) comme un « dernier recours » pour les personnes ayant des difficultés de communication ; cependant, des adultes autistes parlants ont rapporté qu'ils auraient bénéficié d'un accès à la CAA lorsqu'ils étaient enfants. Ce tutoriel examine l'histoire de cette pratique du « dernier recours » et sa perpétuation au sein du modèle médical du handicap. Le tutoriel porte sur l'accès à la communication, le choix et l'agentivité des élèves autistes. MÉTHODE : Nous fournissons un bref aperçu de la communauté de la CAA et de sa terminologie privilégiée, passons en revue l'histoire des approches traditionnelles de la recherche sur la CAA et l'autisme, puis examinons la relation entre les modèles du handicap et le capacitisme, ainsi que les conceptions de la langue parlée comme priorité d'intervention. Les études sur ce sujet sont rares, et résister au capacitisme exige de reconnaître et d'honorer les expériences et l'expertise des personnes handicapées. Par conséquent, nous valorisons l'expertise autiste dans le cadre de la pratique fondée sur les données probantes et examinons les expériences des personnes autistes et la langue parlée. Enfin, nous considérons le rôle de l'orthophoniste (SLP) dans l'évaluation et proposons des stratégies et recommandations fondées sur l'autisme pour le soutien à la communication. CONCLUSIONS : Les élèves autistes parlants qui pourraient bénéficier de la CAA peuvent ne pas avoir accès à la CAA en raison de la priorisation de la langue parlée et d'un manque de sensibilisation aux bénéfices de la CAA. Nous recommandons que les orthophonistes et les professionnels en milieu scolaire soutiennent et facilitent l'accès, le choix communicatif et l'agentivité en mettant en oeuvre des stratégies de communication multimodales incluant l'utilisation de la CAA pour les élèves autistes, quel que soit leur statut concernant la langue parlée. La promotion de tous les types de communication et la garantie d'occasions de communication à travers de multiples modalités sont primordiales pour l'agentivité et l'autodétermination d'un enfant, tout comme la normalisation de la CAA.

PURPOSE: Families and professionals often consider augmentative and alternative communication (AAC) a "last resort" for persons with communication challenges; however, speaking autistic adults have reported that they would have benefited from access to AAC as children. This tutorial discusses the history of this "last resort" practice and its perpetuation within the medical model of disability. The tutorial focuses on communication access, choice, and agency for autistic students. METHOD: We provide a brief overview of the AAC community and their preferred terminology, review the history of traditional approaches to research on AAC and autism, and then examine the relationship between disability models and ableism to views of spoken language as a priority of intervention. Studies on this topic are rare, and resisting ableism requires acknowledging and honoring disabled people's experiences and expertise. Therefore, we promote autistic expertise within the framework of evidence-based practice and discuss the experiences of autistic people and spoken language. Finally, we consider the role of the speech-language pathologist (SLP) in assessment and offer autistic-based strategies and recommendations for communication support. CONCLUSIONS: Speaking autistic students who could benefit from AAC may not have access to AAC due to the prioritization of spoken language and lack of awareness of the benefit of AAC. We recommend that SLPs and school-based professionals support and facilitate access, communicative choice, and agency by implementing multimodal communication strategies to include AAC use for autistic students regardless of their spoken language status. Promoting all types of communication and ensuring opportunities for communication across multiple modalities are paramount to a child's agency and self-determination, as is normalization of AAC.

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
81
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
8 / 81 (9,9 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
10 / 197 (5,1 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 10 / 43 (23,3 %). Auteurices cité·es distinct·es identifié·es comme autistes : 6 / 183 (3,3 %).
Occurrences citées rattachées à la base AutiHub
43 / 197 (21,8 %)
Auteurices cité·es distinct·es rattaché·es : 35 / 183 (19,1 %)
Occurrences rattachées, non identifiées comme autistes
33 / 43 (76,7 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 33 / 197 (16,8 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 29 / 35 (82,9 %).
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