Webinars

As part of the knowledge transfer scholarship organized by Cirris, Béatrice Ouellet, a doctoral student in Dr. Emmanuelle Careau’ team, presents her research project.

In Quebec, one-third of children in a situation of socio-economic vulnerability have a vulnerability in at least one area of their development at the beginning of kindergarten.

Rehabilitation services and supportive interventions for parents can help reduce the effects of socio-economic status on a child’s development. However, different barriers reduce the access of families in a situation of socio-economic vulnerability to these services and one of the most important is the presentation of a low level of literacy.

This barrier can be reduced through the use of strategies that promote accessible, effective and family-centred communication. However, these strategies are often unknown to rehabilitation professionals, such as occupational therapists, although communication is identified as a key skill in their competency framework.

This webinar aims to:

1) Improve the knowledge of paediatric occupational therapists on strategies to facilitate oral and written communication with families;

2) Present an innovative tool to support parents in ESVS in the development of their young child, which has been designed following these strategies in order to be adapted to the needs of people with low literacy.

As part of the knowledge transfer scholarship organized by Cirris, Élody Ross-Lévesque, a doctoral student in Dr. Chantal Desmarais’ team, presents her research project.

Summary

Developing learning skills is a key issue for children’s future success in school, especially for children with difficulties at an early age. To support these children, it is important to offer them services in 0-5 years that will optimize their preparation. To support these children, it is important to offer them services in 0-5 years that will optimize their preparation. To do this, the intervention response model is proposed and its key components are described. In addition, recommendations on the universal, targeted and specialized services to be put in place are discussed.

As part of the knowledge transfer competition organized by Cirris, Dominique Demers, a doctoral student in The team of Pr François Bergeron, presents her research project.

Summary

Severe-profound deafness limits access to sounds and causes significant impacts on the development of hearing and language skills in deaf children who frequently fall behind. Several factors impact these skills; the rehabilitation approach would be one of the most significant factors. However, in both clinical and research, there is no consensus on the choice of rehabilitation approach. The present project, divided into a systematic review and a multicenter study of more than 200 children, aims to summarize and criticize the state of knowledge on the effectiveness of rehabilitation approaches, identify the factors contributing to the auditory and language development of children followed in a signed approach and finally compare the effectiveness of approaches with and without signs.