Un éventail de soutien : pratiques actuelles et exemplaires pour les étudiants présentant un trouble du spectre de l'autisme (TSA) dans les collèges communautaires

Titre original en anglais : A spectrum of support: current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges

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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Brown, K. R. & Coomes, M. D. (2015). A spectrum of support: current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges. Community College Journal of Research and Practice, 40(6), 465-479. https://doi.org/10.1080/10668926.2015.1067171

Date de publication: 09/11/2015 Ajout dans AutiHub: 09/10/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Kirsten R. Brown *
  2. Michael D. Coomes

Résumé

Plus de 50 % de l'ensemble des étudiants universitaires en situation de handicap s'inscrivent dans des établissements publics de deux ans. Le trouble du spectre de l'autisme (TSA) est un type de handicap qui touche un nombre croissant d'étudiants dans l'enseignement postsecondaire. Actuellement, plus de 70 % des établissements publics de deux ans accueillent des étudiants présentant un TSA. Malgré une sensibilisation accrue, la grande majorité des recherches existantes sur le TSA se sont concentrées sur l'enseignement primaire et secondaire. La recherche sur les pratiques qui soutiennent les étudiants en situation de handicap dans l'environnement des collèges communautaires est impérative pour favoriser la réussite des étudiants. L'objectif de cette étude à méthodes mixtes était d'explorer les pratiques actuelles et exemplaires qui soutiennent les étudiants présentant un TSA dans des établissements publics postsecondaires de deux ans. Un outil en ligne a été utilisé pour interroger un échantillon nationalement représentatif de professionnels des services aux personnes en situation de handicap issus de 367 établissements publics de deux ans (taux de réponse de 35,4 %). Nos résultats montrent que des aménagements raisonnables axés sur les études (p. ex., un temps supplémentaire pour les examens) étaient fournis plus fréquemment que des aménagements sensoriels. Des services généraux de soutien axés sur la transition vers l'université étaient proposés par 42 % des établissements interrogés, et 26 % des établissements fournissaient des services spécifiques au TSA. Ces résultats indiquent que de nombreux établissements offrent aux étudiants un niveau de base d'aménagements pédagogiques ; toutefois, les aménagements et les services de soutien qui ciblent spécifiquement les limitations fonctionnelles du TSA sont proposés moins fréquemment. Les pratiques exemplaires visant à soutenir les étudiants présentant un TSA ont été synthétisées et les implications pour la pratique ont été examinées.

More than 50% of all college students with a disability enroll in public 2-year institutions. Autism Spectrum Disorder (ASD) is a type of disability that affects a growing number of students in postsecondary education. Currently, over 70% of 2-year public institutions enroll students with ASD. In spite of increased awareness, the vast majority of existing ASD research focused on primary and secondary education. Research on practices that support students with disabilities in the community college environment is imperative for promoting student success. The purpose of this mixed-methods study was to explore current and best practices that support students with ASD at 2-year public, postsecondary institutions. A web-based tool was used to survey a nationally representative sample of disability service professionals from 367 2-year, public institutions (35.4% response rate). Our results show reasonable accommodations with an academic focus (e.g., extended exam time) were provided more frequently than sensory accommodations. General support services that focused on the transition to college were offered by 42% of the institutions surveyed, and 26% of institutions supplied ASD-specific services. These results indicated that many institutions provide students with a baseline level of academic accommodations; however, accommodations and support services that specifically target the functional limitations of ASD are offered less frequently. Best practices for supporting students with ASD were synthesized and implications for practice were discussed.

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 : 28/10/2026 01:01.

Références citées
77
Avec un DOI
33
Sans DOI, à partir du texte brut de la bibliographie
33
4 / 77 (5,2 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
18 / 77 (23,4 %)
Références avec noms d’auteurices détectés
69 / 77 (89,6 %)
Sans nom d’auteurice détecté
8
Sans titre structuré
15
Sans identifiant stable
25
Références avec noms bruts d’auteurices restant à vérifier
3
Références avec problème de récupération des métadonnées externes
1
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
129
À partir du DOI ou de métadonnées externes
129
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
4
14 / 129 (10,9 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 115 / 129 (89,1 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
5 / 129 (3,9 %)
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 : 5 / 14 (35,7 %). Personnes distinctes identifiées comme autistes : 5 / 123 (4,1 %).
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