Renforcer le soutien réglementaire grâce à la collaboration communautaire

Titre original en anglais : Leveling Up Regulatory Support Through Community Collaboration

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Laurent, A. C. & Fede, J. (2021). Leveling Up Regulatory Support Through Community Collaboration. Perspectives of the ASHA Special Interest Groups, 6(2), 288-305. https://doi.org/10.1044/2020_persp-20-00197

Publication date: 30/01/2021 Ajout dans AutiHub: 13/09/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Source OpenAlex

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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Amy C. Laurent
  2. Jacquelyn Fede *

Résumé

Objectif Aucun groupe n’est davantage concerné que la communauté que les chercheurs, les éducateurs et les praticiens cherchent à servir. Dans notre domaine, nous devons reconnaître non seulement que les personnes autistes sont celles qui sont le plus affectées par les décisions relatives aux programmes et aux politiques, mais aussi qu’elles constituent des informateurs essentiels dans les décisions concernant la conceptualisation, la mise en œuvre et l’évaluation de programmes éducatifs destinés aux apprenants autistes. Trop souvent, elles sont entièrement exclues de ces discussions. Afin d’illustrer le processus de collaboration communautaire, nous abordons la régulation émotionnelle et énergétique (ER), une priorité majeure parmi les personnes autistes d’après leurs points de vue. Méthode Dans cet article à visée clinique, nous décrivons ce qu’est la régulation émotionnelle, pourquoi elle est pertinente et souvent difficile pour la population autiste, les insuffisances des pratiques actuelles, ainsi que des stratégies pratiques et des façons d’envisager le soutien de la ER chez les apprenants autistes. Nous présentons des éclairages théoriques ainsi que des témoignages de première main provenant d’un groupe diversifié de personnes autistes. Chaque personne autiste ayant apporté son point de vue dans cet article à visée clinique a fourni un consentement écrit à sa participation, ainsi que des indications sur la manière dont elle souhaitait être citée et reconnue. Les citations ont été recueillies à partir de communications personnelles, de publications sur les réseaux sociaux et de sources en ligne. Le point de vue clinique ainsi que les matériels et outils présentés tout au long de cet article à visée clinique sont les travaux des auteurs, qui ont été éclairés par la communauté autiste. Résultats Sur la base des données qualitatives présentées dans cet article à visée clinique, l’intégration de la voix de la communauté autiste lors de l’élaboration d’outils et de stratégies valide ses expériences et génère des soutiens utiles. Conclusions L’utilisation d’un cadre semblable à celui présenté ici pour mobiliser la communauté autiste aidera à faciliter la conceptualisation de soutiens, de définition d’objectifs et de programmes globalement plus fiables, valides et efficaces. Des orientations futures relatives à l’intérêt d’une étude empirique des outils et stratégies élaborés au moyen d’un tel processus sont proposées.

Purpose No group has more stake in the game than the community that researchers, educators, and practitioners aim to serve. In our field, we must recognize not only that autistic people are those most affected by decisions around programming and policies, but that they are key informants in decisions around the conceptualization, implementation, and evaluation of educational programming for autistic learners. Too often, they are left out of these discussions altogether. To illustrate the process of community collaboration, we discuss emotional and energy regulation (ER), a top priority among autistic people based upon their viewpoints. Method In this clinical focus article, we outline what emotional regulation is, why it is relevant and often challenging for the autistic population, the shortcomings of current practice, as well as practical strategies and ways of thinking about supporting ER for autistic learners. We provide theoretical insights as well as firsthand accounts from a diverse group of autistic people. Each autistic person contributing their perspective in this clinical focus article provided written consent for their participation, as well as direction as to how they wanted to be cited and acknowledged. Quotes were gathered from personal communications, social media posts, and online sources. The clinical viewpoint and materials and tools presented throughout the clinical focus article are the works of the authors that have been informed by the autistic community. Results Based upon the qualitative data presented in this clinical focus article, incorporating the autistic community voice when devising tools and strategies is validating of their experiences and generates useful supports. Conclusions Using a framework similar to the one presented here for engaging the autistic community will help to facilitate the conceptualization of more reliable, valid, and effective supports, goal-setting, and programming overall. Future directions related to the value of empirical study of the tools and strategies developed through such a process are offered.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 19/09/2026 01:01.

Références citées
97
Avec un DOI
63
Sans DOI, à partir du texte brut de la bibliographie
31
2 / 97 (2,1 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
21 / 97 (21,6 %)
Références avec noms d’auteurices détectés
76 / 97 (78,4 %)
Sans nom d’auteurice détecté
21
Sans titre structuré
20
Sans identifiant stable
28
Références avec noms bruts d’auteurices restant à vérifier
20
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
249
À partir du DOI ou de métadonnées externes
249
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
30
51 / 249 (20,5 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 198 / 249 (79,5 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
2 / 249 (0,8 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 2 / 51 (3,9 %). Personnes distinctes identifiées comme autistes : 2 / 231 (0,9 %).
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