9 Dysphasia in Schools: Signs, Production and Comprehension Disorders
9 Dysphasia in Schools: Signs, Production and Comprehension Disorders
Stéphanie FLORVIL
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Abstract/Rezime This study is being done as part of a research project that GIECLAT is conducting in partnership with the Ministry of Education via CASAS, the LangSÉ laboratory and INUFOCAD. As indicated in the title, the study focuses on the issue of dysphasia at school. We discuss some production and comprehension disorders, via their manifestations, in a school context, particularly in schools in the southern department. The data were collected in four schools located in the southern department. Keywords: dysphasia, handicap, pedagogical practice, teacher, student, educational system Etid sa a fèt nan kad yon rechèch GIECLAT ap mennen nan yon patenarya avèk CASAS, laboratwa LangSE ak INUFOCAD. Jan sa endike nan tit la, objè etid sa a gen pou l wè ak fenomèn disfazi nan lekòl. N ap prezante ki jan difikilte pou konprann ak pwodui manifeste kay timoun ki nan sitiyayon disfazik nan lekòl, espesyalman nan depatman Sid Dayiti. Done yo kolekte nan 4 lekòl ki se lekòl nasyonal chadonyè, lekòl presbiteral chadonyè, EFACAP ak lekòl evangelique mixte tabernacle de Port-a-Piment. Etid sa a konsène 123 elèv ki nan laj 6-15 zan. Mo-kle : Disfazi, andikap, pratik pedagojik, anseyan, elèv, sistèm edikatif. |
Introduction
Dysphasia is defined as a fairly significant delay in the use or understanding of verbal or written language (Clark and Kahmi, 2016). It is a neurodevelopmental disorder affecting verbal expression and can affect several areas of a child’s life. It is an abnormality whose degree of severity varies from time to time. Some authors consider this anomaly to be a significant deficit in the production and/or understanding of language, without the diagnosis of a general cognitive deficit, sensorimotor deficits or a general lack of exposure to language (Léonard, 1998; Verhoeven and van Balkom, 2004). Others refer to dysphasia as a cluster of persistent disorders with different subtypes because of the many differences in the clinical profiles of dysphasic children (DSMIV-TR, APA, 2003; Albaret and Castelnau, 2009). Dysphasia is in principle a speech disorder that results from neurological dysfunction, particularly affecting verbal communication and language comprehension in a child. The majority of those afflicted are boys. This disorder can affect or manifest as at different levels of language: form, content and meaning.
In response to this question, our hypothesis is as follows: when students are unable to speak and understand because of this language anomaly, it interferes with their cognitive processes and affects their progress at school.
Objectives and methodological points
We adopt the theoretical framework of Mazeau’s dynamic approach, according to which dysphasia, in addition to being an early-onset structural deficit, interferes with the child’s overall developmental process (Mazeau, 2005; Witko & Mollat, 2009).
Young students were chosen because of th