Surdité de l’enfant accompagnement des familles et suivi de l’enfant de 0 à 6 ans, hors accompagnement scolaire - Children deafness - 0 to 6 years - Quick reference guide

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Surdité de l’enfant accompagnement des familles et suivi de l’enfant de 0 à 6 ans, hors accompagnement scolaire - Children deafness - 0 to 6 years - Quick reference guide

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Mis en ligne le 01 mars 2010 Ces recommandations concernent les enfants, et leur famille, qui présentent une surdité bilatérale permanente, et dont le seuil auditif > 40 dB HL peut entraîner des retards importants de développement du langage si l’environnement de l’enfant n’est pas très précocement adapté à ses besoins particuliers. L’objectif principal de ces recommandations est de favoriser l’accès au langage par l’enfant sourd au sein de sa famille, quelle que soit la langue choisie – français ou langue des signes française. Il s’agit de :développer la communication et le langage et suivre leur évolutioninformer et accompagner les parentsprévenir les éventuels troubles psychiques et relationnels de l’enfantidentifier les lieux d’accueil et d’accompagnement des familles et de suivi des enfants sourds Mis en ligne le 01 mars 2010

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Published by	haute-autorite-sante-troubles-mentaux-et-comportementaux
Published	01 March 2010
Reads	27
Language	English

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QUICK REFERENCE GUIDE

Deaf children: family support and follow-up of children aged 0 to 6 years - Provision made within schools excluded -

December 2009

OBJECTIVES To maintain and develop all forms of communication, verbal or non-verbal, between the deaf child1  and those around him  within his/her family, whichever nguageTo encourage the development of the deaf child’s la language used, French or French sign language (LSF)  To prevent mental health disorders in the deaf child

Except if the grade is specified, this guideline is based on expert consensus within the working group following comments of the members of the peer review group and participants in the public consultation. RELAGNE KEY POINTS  fact that the population of deaf children and their families are heterogeneous,Due to the individual follow-up and support are necessary.  «During the education and schooling of deaf children, freedom of choice between a bilingual communication, French sign language and French, and a communication in French, is a right» (Law no. 2005-102).  order to act in the best interests of the child, due to the social representations’ diversity ofIn deafness in France - because of complex social, historic, ethical, political and regulatory factors - it is necessary that everyone considers his/her own deafness representation and that of his/her interlocutors in order to ensure a quality interaction.  intervention programmes, audiophonic or visuo-gestural must beAccess to various early supported within each health administration region, in order to respect the right for parents to choose between a bilingual or monolingual education project. ULD AN INTERVENTION PROGRAMME BE INTRODUCED?

HO An early intervention programme for all children and their families should be provided before the child reaches 1 year of age (grade B). This programme should be adapted to the particular needs of the child and the education project chosen by the parents. When implementing early intervention programmes, a place should routinely be given to parents. Particular attention should be paid to brothers and sisters, to whom specific support must be provided if necessary.