The Stakeholder Model of voice research: Acknowledging barriers to human rights of all stakeholders in a communicative exchange [0.03%]
交流参与者的发声研究模型——承认所有参与者在交际过程中的人权障碍
Catherine Madill,Samantha Warhurst,Patricia McCabe
Catherine Madill
The act of communication is a complex, transient and often abstract phenomenon that involves many stakeholders, each of whom has their own perspective: the speaker, the listener, the observer and the researcher. Current research practices i...
Assessment of communication abilities in multilingual children: Language rights or human rights? [0.03%]
多语言儿童沟通能力的评估：语言权利还是人权？
Madalena Cruz-Ferreira
Madalena Cruz-Ferreira
Communication involves a sender, a receiver and a shared code operating through shared rules. Breach of communication results from disruption to any of these basic components of a communicative chain, although assessment of communication ab...
Can teacher-child relationships support human rights to freedom of opinion and expression, education and participation? [0.03%]
师生关系能支持人的意见和表达自由权、受教育权和参与权吗？
Cen Wang,Linda J Harrison,Sharynne McLeod et al.
Cen Wang et al.
Purpose: This study explored how teacher-child relationships change over the early school years, in terms of closeness and conflict, whether these trajectories differ in type and frequency for children with typical develo...
The positioning of Aboriginal students and their languages within Australia's education system: A human rights perspective [0.03%]
澳大利亚原住民学生及其语言在学校系统中的定位：人权视角
Leonard A Freeman,Bea Staley
Leonard A Freeman
This paper is a critical review of past and present languages policies in Australian schooling. We highlight the One Literacy movement that contravenes the human rights of Australia's Aboriginal students. This in turn impacts students' righ...
Identifying risk for language impairment in children from linguistically diverse low-income schools [0.03%]
识别来自语言多样化的低收入学校中发育性语言障碍儿童的风险
Peggy F Jacobson,Suzanne Thompson Miller
Peggy F Jacobson
Purpose: To improve screening procedures for children in a linguistically diverse context, we combined tasks known to reveal grammatical deficits in children with language impairment (LI) with training to facilitate perfo...
Connecting science and practice: Focus and directions for the next 10 years [0.03%]
连接科研与实践：未来的方向及重点展望
Anne Whitworth,Kirrie J Ballard
Anne Whitworth
Speech-language pathologists as determiners of the human right to diversity in communication for school children in the US [0.03%]
美国言语-语言病理学家在学校儿童交流多样性方面的决定性作用分析
Audrey M Farrugia-Bernard
Audrey M Farrugia-Bernard
Article 19 of the Universal Declaration of Human Rights states that everyone has the right to freedom of opinion and expression - the right to communication. Communication is at the core of the speech-language pathology (SLP) profession. Ye...
Social participation for people with communication disability in coffee shops and restaurants is a human right [0.03%]
沟通障碍人士在咖啡馆和餐厅中的社交参与是一项人权
Clare Carroll,Nicole Guinan,Libby Kinneen et al.
Clare Carroll et al.
Although Article 19 of the Universal Declaration of Human Rights states that "everyone has a right to freedom of opinion and expression", for people with communication disability this may not be a reality. This commentary shares a practical...
Communication as a human right: Citizenship, politics and the role of the speech-language pathologist [0.03%]
沟通是人的基本权利——沟通的权利与政治参与及言语-语言病理学的角色
Declan Murphy,Rena Lyons,Clare Carroll et al.
Declan Murphy et al.
According to Article 19 of the Universal Declaration on Human Rights "Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information...