1. Objectifs

Intentions :
«This qualitative research study explores cultural practices and priorities for child language development in two Cree communities in the James Bay Cree Region of northern Quebec, Canada. Using thematic analysis, themes are derived from […] interviews […] on topics of child language development, language stimulation, and service provision, with a goal to identify local needs and priorities in each community and to support the development of culturally sustaining speech-language pathology services.» (p. v)

Questions/Hypothèses :
«What are James Bay Cree perspectives on child language development, the practice of speech-language pathology in the community, and disability?» (p. 6)

2. Méthode

Échantillon/Matériau :
«A convenience sample of 24 individuals was recruited in one inland James Bay Cree community (hereafter, “Site A”) and one coastal James Bay Cree community (hereafter, “Site B”) for interviews […].» (p. 15)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

«Six major themes emerge across the two sites: (a) services and supports for special needs, (b) learning through interaction and demonstration, (c) Cree language, (d) Cree culture, (e) technology, and (f) bilingualism. Comparison across the two sites reveals differences that highlight the importance of developing connections at the community level, more so than the regional or cultural level, to ensure the development of culturally sustaining services.» (p. v) «[S]peech-language pathologists and other intervention specialists working in the region will want to carefully consider how to counsel families about the needs of children. In particular, speech-language pathologists should make an effort to involve family members in decision-making about evaluation and intervention. […] Whenever possible, SLPs [speech-language pathologists] should work with families to do the following: […] Include multiple generations of the family in the decision-making process, especially grandparents or Elders. […] Understand whether the family wants a diagnosis for their child. […] Provide in-person counseling about the diagnosis, including what the family can expect, prognosis for improvement, and the effectiveness of any methods of intervention recommended by the SLP, while being considerate of cultural safety. […] Connect families to local training opportunities about their child’s diagnosis and language stimulation practices.» (p. 47-48)