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Master Thesis

Overview of the role of the speech-language pathologist and his practices within a Structured Teaching Classroom (STC)

Abstract : The “Structured Teaching Classrooms”, created within the framework of the Third Autism Plan, are facilities set up in an ordinary environment and they constitute a form of schooling for young students with autism spectrum disorders (ASD). Interventions are provided by a multidisciplinary team of professionals from the national education and medical-social sectors. The speech therapist, having an essential role in the early intervention of children with ASD, has a place in this team. However, we have very little information about their missions and their implementation in this system. Through a questionnaire addressed to these speech therapists, we therefore investigated their roles and practices in the STC. Our results bring out the involvement of this professional with the children and their families, his place within the team, his participation in the implementation of adaptations, and his mission in the school inclusion process of these children. However, the responses obtained highlight disparate practices within the different STC. Various factors could explain this heterogeneity. Thus, it seems difficult to obtain a typical profile of the role of the speech therapist in these units.
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https://dumas.ccsd.cnrs.fr/dumas-03282137
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Submitted on : Thursday, July 8, 2021 - 5:15:23 PM
Last modification on : Saturday, August 28, 2021 - 3:12:31 AM
Long-term archiving on: : Saturday, October 9, 2021 - 7:07:34 PM

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  • HAL Id : dumas-03282137, version 1

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Bérengère Debosque. Overview of the role of the speech-language pathologist and his practices within a Structured Teaching Classroom (STC). Sciences cognitives. 2021. ⟨dumas-03282137⟩

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