“I’m an artist, but with other tools!”: Le Théâtre Aphasique and the intersection between artistic and clinical practices with people living with aphasia
Bibliographic record
Abstract

 
 
 
 Theatre has come to be one of the main artistic ways to convey the voices of people with disability to the general audience, and this includes people with language and communication disorders. This article aims to describe and discuss the activities of Le Théâtre Aphasique, a non-profit organization located in several cities in Quebec that delivers dramatic art workshops to people with aphasia, an acquired language disorder. Our interest is to understand how this activity has become a successful phenomenon in different disciplines, with different a priori theoretic frameworks, such as disability arts as well as rehabilitation sciences. Specifically, we suggest that the complexity and means of this activity are indeed the cause of its success given that 1) it allows people with different communication abilities to participate, while 2) encouraging the presence of people with disabilities in the theatrical scene and 3) supporting the understanding and use of different communication styles, from both individual and social perspectives. We believe that a framework built upon social, artistic, and care-driven views of disability can account for the complexity of this activity and nourish further research into how different models of disability are integrated in the experience of people with aphasia.
 
 
 
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".