his course explores the heterogeneity of communication and language profiles in children with cerebral palsy, considering motor type, co-occurring intellectual disabilities, and sensory impairments such as cortical visual impairment. The course will emphasize evidence-based assessment and intervention strategies, including Hustad's classification and the CFCS, FCCS, and VSS frameworks. Through case-based discussions, students will develop a nuanced understanding of multimodal communication support for children with CP. 

Temps présentiel : 23 heures

Charge de travail étudiant : 40 heures

Méthode(s) d'évaluation : Examen final, Travaux pratiques contrôlés

Référence :
• Rosenbaum, P., Paneth, N., Leviton, A., Goldstein, M., Bax, M., Damiano, D., et al. (2007). The definition and classification of cerebral palsy. Developmental Medicine & Child Neurology, 49(s109), 8–14. • Rosenbaum, P., & Gorter, J. W. (2012). The “F-words” in childhood disability: Function, family, fitness, fun, friends, and future. Child: Care, Health and Development, 38(4), 457–463. • Palisano, R. J., Rosenbaum, P., Bartlett, D., & Livingston, M. (2007). Gross Motor Function Classification System – Expanded and Revised (GMFCS). • Eliasson, A. C., et al. (2006). The Manual Ability Classification System (MACS) for children with cerebral palsy. • Hidecker, M. J. C., et al. (2011). Development of the Communication Function Classification System (CFCS). Developmental Medicine & Child Neurology, 53(8), 704–710. • Sellers, D., Mandy, A., Pennington, L., Hankins, M., & Morris, C. (2014). Development and reliability of the Eating and Drinking Ability Classification System (EDACS). • Himmelmann, K., Lindh, K., & Hidecker, M. (2013). Communication ability in cerebral palsy. European Journal of Paediatric Neurology, 17(6), 568–574. • Choi, J. Y., et al. (2018). Functional communication profiles in children with cerebral palsy in relation to gross motor function and intellectual ability. Journal of Clinical Medicine. • Hustad, K. C., Allison, K., McFadd, E., & Riehle, K. (2019). Speech and language development in children with cerebral palsy. Developmental Medicine & Child Neurology. • Pennington, L., Virella, D., Mjøen, T., et al. (2013). Development of the Viking Speech Scale to classify speech performance in children with cerebral palsy. • Compagnone, E., et al. (2014). Correlations between GMFCS, MACS and CFCS in children with cerebral palsy. Research in Developmental Disabilities. • Andersen, G., et al. (2022). Determinants of spoken language comprehension in children with cerebral palsy. Disability and Rehabilitation. • Beukelman, D., & Light, J. (2020). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs (5th ed.). • Pennington, L., Goldbart, J., & Marshall, J. (2004). Interaction training for parents of children with cerebral palsy. • Romski, M., & Sevcik, R. (2005). Augmentative communication and early intervention. • Dutton, G. N., & Bax, M. (2010). Visual Impairment in Children Due to Damage to the Brain. • Zihl, J., & Dutton, G. N. (2015). Cerebral Visual Impairment in Children: Visuoperceptive and Visuocognitive Disorders. • Roman-Lantzy, C. (2018). Cortical Visual Impairment: An Approach to Assessment and Intervention (2nd ed.). • Ego, A., et al. (2015). Visual-perceptual impairment in children with cerebral palsy: A systematic review.