The first article has been published that will form a part of our special issue "Children's Communication and United Nations Convention on the Rights of the Child". Congratulations to the team from Belgium.
Alighieri, C., Bettens, K., & Lierde, K. V. (2026, in press). Speaking up: Communication rights and the lived experiences of children with cleft palate. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2025_LSHSS-25-00131
Abstract
Purpose:
A cleft palate is a congenital condition characterized by an opening in the roof of the mouth that can affect speech, feeding, hearing, dentition, aesthetics, and social integration. This qualitative study explored the lived experiences of six children with cleft palate in relation to their communication rights as articulated in the United Nations Convention on the Rights of the Child (CRC), specifically CRC Article 12 (respect for children's views), Article 13 (sharing thoughts freely), and Article 23 (children with disabilities).
Method:
Through semistructured interviews and participatory methods, six children with a cleft palate (aged 6–13 years) shared their perspectives on how speech-language therapy influences their ability to express themselves, engage socially, and participate in educational and family life. A hybrid thematic analysis approach was adopted, combining both inductive and deductive strategies.
Results:
The analyses of the data derived directly from the children revealed three overarching themes in relation to CRC Article 12 (respect for children's views), Article 13 (sharing thoughts freely), and Article 23 (children with disabilities): Theme 1: Voice, Agency, and Participation in Decisions; Theme 2: Freedom of Expression and Emotional Safety; and Theme 3: Awareness of Difference and Need for Support. These themes reflect a nuanced interplay between children's personal experiences and the realization of their communication rights in therapeutic contexts. Findings reveal both empowering aspects of intervention, enhancing confidence and social inclusion, and barriers including limited access to tailored services and communication challenges that hinder full expression.
Conclusions:
The study underscores the critical role of speech interventions in upholding children's communication rights and advocates for inclusive, child-centered approaches that prioritize children's voices and diverse communication needs. Implications for clinicians, educators, and policymakers highlight the need to address systemic inequities and foster environments where children with cleft palate can fully exercise their rights to be heard and freely express themselves.
