Perceptions of the Use of Cued Speech in an Inclusive High School Context in Quebec

Abstract

Six students and six parents were interviewed about the use of Cued Speech (CS) in an inclusive context in Quebec, Canada. The objective of the study was to describe their perceptions of the use of the French version of Cued Speech in high school and to identify factors that could influence these perceptions. The results of the semi-structured interviews showed that CS use is often temporary but that it is helpful for developing oral and written language. It also supports inclusion, so long as certain conditions for its application are met with respect to interpreter services and interactions at school. In some circumstances, the participants found Quebec Sign Language useful to complement Cued Speech.