Autisme et neurodiversite : repondre aux preoccupations et proposer des implications pour l'orthophoniste en milieu scolaire

Titre original en anglais : Autism and Neurodiversity: Addressing Concerns and Offering Implications for the School-Based Speech-Language Pathologist

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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DeThorne, L. S. & Searsmith, K. (2020). Autism and Neurodiversity: Addressing Concerns and Offering Implications for the School-Based Speech-Language Pathologist. Perspectives of the ASHA Special Interest Groups, 6(1), 184-190. https://doi.org/10.1044/2020_persp-20-00188

Date de publication: 30/12/2020 Ajout dans AutiHub: 30/09/2026 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. Laura S. DeThorne
  2. Kelly Searsmith *

Résumé

Objectif L'objectif de cet article est d'aborder certaines preoccupations courantes associees au paradigme de la neurodiversite et de proposer des implications connexes pour la prestation de services aux eleves autistes d'age scolaire. En particulier, nous soulignons la necessite de : (a) considerer les perspectives a la premiere personne des personnes autistes comme une composante integrante de la pratique fondee sur les preuves, (b) utiliser le plan d'education individualise comme moyen d'aborder activement les contributions de l'environnement a la competence communicative, et (c) centrer l'intervention sur le respect de la socialite et de l'expression de soi autistes. Nous soutenons ces points par des travaux interdisciplinaires et des ecrits de personnes autistes. Conclusions Nous reconnaissons que les orthophonistes en milieu scolaire sont lies par des contraintes institutionnelles, telles que la determination de l'admissibilite et les processus du programme d'education individualise, qui ne sont pas intrinsequement compatibles avec le paradigme de la neurodiversite. Par consequent, nous proposons des exemples de mise en oeuvre du paradigme de la neurodiversite tout en travaillant au sein de ces structures existantes. En somme, cet article aborde des points de tension essentiels lies au paradigme de la neurodiversite d'une maniere qui, nous l'esperons, se traduira directement par une amelioration de la prestation de services aux eleves autistes. Materiel supplementaire https://doi.org/10.23641/asha.13345727

Purpose The purpose of this article is to address some common concerns associated with the neurodiversity paradigm and to offer related implications for service provision to school-age autistic students. In particular, we highlight the need to (a) view first-person autistic perspectives as an integral component of evidence-based practice, (b) use the individualized education plan as a means to actively address environmental contributions to communicative competence, and (c) center intervention around respect for autistic sociality and self-expression. We support these points with cross-disciplinary scholarship and writings from autistic individuals. Conclusions We recognize that school-based speech-language pathologists are bound by institutional constraints, such as eligibility determination and Individualized Education Program processes that are not inherently consistent with the neurodiversity paradigm. Consequently, we offer examples for implementing the neurodiversity paradigm while working within these existing structures. In sum, this article addresses key points of tension related to the neurodiversity paradigm in a way that we hope will directly translate into improved service provision for autistic students. Supplemental Material https://doi.org/10.23641/asha.13345727

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 : 02/10/2026 01:40.

Références citées
62
Avec un DOI
33
Sans DOI, à partir du texte brut de la bibliographie
29
10 / 62 (16,1 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
9 / 62 (14,5 %)
Références avec noms d’auteurices détectés
53 / 62 (85,5 %)
Sans nom d’auteurice détecté
9
Sans titre structuré
8
Sans identifiant stable
25
Références avec noms bruts d’auteurices restant à vérifier
7
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
116
À partir du DOI ou de métadonnées externes
116
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
7
60 / 116 (51,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 56 / 116 (48,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
11 / 116 (9,5 %)
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 : 11 / 60 (18,3 %). Personnes distinctes identifiées comme autistes : 7 / 103 (6,8 %).
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