Transformer l’école privée libanaise en école inclusive : quel rôle du·de la        directeur·rice ?

Azar, Asma Mjaes

doi:10.7202/1064609ar

Cited by 1 publication

(3 citation statements)

References 14 publications

(22 reference statements)

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“…Among them, the majority are employed for only a few hours per week or on a part‐time basis. This low number of SLTs in preschools should be treated with caution owing to the recent increase of the inclusion movement in education in Lebanon (Mjaes Azar 2019) and, consequently, in view of the presumed increase of the number of school‐based SLTs. It could be related to the type of employment of SLTs in schools, which may influence their perceptions of their engagement in schools, their professional identity and qualifications (Kouba Hreich et al .…”

Section: Discussionmentioning

confidence: 98%

“…While our study does not indicate the reasons, other studies (e.g., Marshall et al . 2002, Mjaes Azar 2019) highlight the lack of knowledge and resources teachers require to identify and work with children with language needs. Most educational training programmes in Lebanon do not provide in‐depth knowledge regarding multilingual language development and language disorders.…”

Section: Discussionmentioning

confidence: 99%

“…2017). Second, schools that implement inclusive education tend to employ SLTs to deliver services for children with language disorders in order to help them adapt to learning, as advocated by the school system and educational curriculum (Mjaes Azar 2019). However, research in developed countries (Archibald 2017) and health and education policies in Lebanon are currently calling for a reconsideration of practices within an integrative approach, focusing on engaging SLTs in effective and collaborative services among the general population (WHO—Aims Report 2010).…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Supporting language development in Lebanese preschools: SLT and pre‐KT practice and perception of roles

Hreich

Messarra

Martinez-Perez

et al. 2020

Intl J Lang & Comm Disor

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Background Speech and language therapists (SLTs) are increasingly engaging in school‐based interventions targeting children with language difficulties. Collaborative work between teachers and SLTs has shown to be beneficial in fostering language development in all children. Both groups of professionals have different but complementary roles in offering language support, according to children's needs. Effective collaboration between SLTs and teachers requires both parties to understand their roles and practices in schools. However, little is known about language support practices in Lebanese preschools and the roles of SLTs in these contexts. Aims (1) To explore the perceptions and reported practices among preschool teachers (pre‐KTs) to support language development; (2) to investigate the current practices of SLTs in preschools; and (3) to understand pre‐KTs’ and SLTs’ perceptions of the SLTs’ role in Lebanese preschools. Method & Procedures Using a quantitative method, the study reports the results of two questionnaires (one for pre‐KTs and one for SLTs) that were developed based on a review of the academic literature and adapted to the contextual realities. Questionnaires were completed in hard or soft copy by pre‐KTs and through an online survey by SLTs. Outcomes & Results The questionnaires were completed by 1259 out of 1442 pre‐KTs from 175 Lebanese preschools, and by 200 out of 391 SLTs from across Lebanon. First, the findings show that both professional groups recognize they have a role in supporting language development. Second, differences in reported practices were identified regarding language strategies for children with communication needs. In particular, pre‐KTs reported less use of specific language strategies targeting children with language difficulties, while SLTs reported that their practices in schools remain primarily focused on children with communication needs. Finally, the analysis of perceptions showed a lack of acknowledgement of the SLTs’ role in the prevention of communication and language disorders among all children. Conclusions & Implications This study provides an overview of the perceptions and reported practices of language development support in Lebanese preschools. The majority of SLTs and pre‐KTs acknowledge their role in supporting language development. However, the slight differences in perceptions of SLT roles in prevention interventions highlight the necessity for SLTs to promote their active involvement in services targeting all children. Future research will investigate how SLTs are beginning to reconceptualize their role in intervention for preschool children. This will help to better define SLTs’ roles and responsibilities in educational settings and foster effective professional collaboration.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%