Speech-Language Pathologists' Support for Parents of Young d/Deaf Multilingual Learners

Funding Dr Daniël De Coninck Fund [Grant number 2019-J5170825-211765]; and the Belgian Kids Fund for Pediatric Research [Grant Antoine d’Ansembourg]. © The Author(s) 2022. Published by Oxford University Press.Increasing cultural and linguistic diversity among children and families brings new challenges for early intervention professionals. The purpose of this study was to identify the specific roles and needs of speech-language pathologists (SLPs) who practice in early intervention settings with culturally and linguistically diverse families of d/Deaf multilingual learners (DMLs). Thirteen SLPs completed an online survey about their practices and needs. Interviews were conducted with five parents of DMLs. Results showed that SLPs have lower self-satisfaction with families of DMLs compared to mainstream families. Parents were highly satisfied with the support they received. Both groups of participants reported a need for specific tools or adaptations, especially if there was no shared language. Thematic analysis identified three themes: communication and partnership, professional resources for responding to diversity, and diversity of parental profiles. This article provides an insight into the perspectives of both professionals and culturally and linguistically diverse parents, and identifies specific aspects of early intervention services with parents of DMLs: developing partnership in the context of cultural and/or linguistic differences, discussing topics related to multilingualism, and providing highly adaptable family-centered services.Peer reviewe

Grid of analysis supporting the participative design methodology

PALETTE deliverable - report number D.PAR.01This deliverable presents the participatory design methodology of the PALETTE project and some first results of the implementation of this process. Some principles of the Actor Network Theory and of the Agile Methodology are embedded in the different stages of this methodology whose twelve stages (described in details in the last section) will be the basis of the participative development of services and scenarios of use

An Intravenous Pharmacokinetic Study of Cannabidiol Solutions in Piglets through the Application of a Validated Ultra-High-Pressure Liquid Chromatography Coupled to Tandem Mass Spectrometry Method for the Simultaneous Quantification of CBD and Its Carboxylated Metabolite in Plasma

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Form@HETICE : un dispositif de formation continuée des formateurs d'enseignants à un usage critique des Technologies de l'Information et de la Communication

peer reviewedForm@HETICE1 est un dispositif original de formation continuée des formateurs d’enseignants à un usage critique des Technologies de l’Information et de la Communication au sein des catégories pédagogiques des Hautes Ecoles (HE). Deux problématiques complémentaires guident la conception de ce dispositif : celle des usages éducatifs des TIC aux niveaux de la formation des futurs enseignants et des pratiques dans les écoles primaires et secondaires (Quels usages éducatifs des TIC?) (Denis, 2002) et celle plus globale de l’implantation d’une innovation qui tient compte du contexte organisationnel au sein duquel ce processus prend place : une rénovation d’ensemble des programmes de formation d’enseignants promue par le Ministère de la Communauté française (Quelle démarche d’intégration des TIC dans les pratiques de formation des enseignants ?). La prise en compte de ces deux problématiques a conduit une équipe de recherche collaborative à proposer des actions complémentaires qui dépassent la simple organisation de sessions de formation : • la mise en place d’un réseau de partage de ressources, • l'organisation de formations adaptées aux besoins des personnes ressources, • l'accompagnement de projets d'équipe dans chacune des Hautes Ecoles, • des actions parallèles concernant l’installation de « cybercentres » dans les établissements. Ces actions visent à produire un effet démultiplicateur : des personnes ressources participant au réseau forment leurs collègues, qui à leur tour forment les futurs enseignants amenés à introduire les TIC dans les activités menées avec leurs élèves

Le développement des représentations phonologiques chez l'enfant sourd: étude comparative du langage parlé complété avec d'autres outils de communication

Doctorat en sciences psychologiquesinfo:eu-repo/semantics/nonPublishe

Complete Signed and Cued French. An original signed language-cued speech combination.

Over the past 11 years, the Center Comprendre et Parler and the associated Ecole Intégrée of Brussels have developed an original combination of Cued Speech and signs called Complete Signed and Cued French (CSCF). CSCF uses the advantages of both methods while avoiding their drawbacks. The purpose of this practice is to enable deaf children to progress simultaneously in signed and spoken language. The approach is flexible, respects each child's learning rhythm, and ensures that expressive skills do not lag too far behind comprehension abilities. It avoids polemical issues and irrational choices of exclusivity (oralism vs. signs) and prepares access to bilingualism.SCOPUS: ar.jinfo:eu-repo/semantics/publishe

Phonology acquired through the eyes and spelling in deaf children

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Hearing the hands: The rhyming skills of deaf children educated with Cued-Speech

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