RESUMO: este estudo teve por objetivo verificar como estão sendo implantados os projetos de Educação Inclusiva no ensino básico, em escolas públicas e privadas, do interior do Paraná. A amostra da pesquisa foi constituída por dois grupos de professores que possuem em sala de aula alunos com deficiência incluídos: (G1-professores de duas escolas públicas) e (G2-professores de duas escolas privadas), totalizando 26 participantes. Foram aplicados questionários, cujos dados foram examinados mediante análise de conteúdo e organizados em categoria. Os resultados obtidos revelaram que, tanto as escolas públicas como as privadas, ainda não possuem infraestrutura adequada para desenvolver projetos inclusivos, principalmente no que diz respeito a recursos humanos. Os profissionais, em sua maioria, mostraram-se sem conhecimento e preparo para lidar com a diversidade dentro da sala de aula. Ademais, em nenhuma das quatro escolas da pesquisa estão sendo aplicadas metodologias ou desenvolvidos recursos didáticopedagógicos adequados às necessidades dos alunos especiais. Assim, as práticas de inclusão escolar apresentam-se de modo restrito e, consequentemente, com poucas condições de realizar um ensino inclusivo de qualidade, negligenciando, desta forma, os direitos dos alunos com deficiência à aprendizagem, ao desenvolvimento e à participação efetiva na sociedade. PALAVRAS-CHAVE: Inclusão escolar; deficiência; ensino básico; educação especial.ABSTRACT: This paper aimed at verifying how Inclusive Education projects have been implemented in regular education public and private schools located in a small town in the State of Paraná. The research sample was made up of two groups of teachers who have students with disability in their classrooms: (G1two public school teachers) and (G2-two private school teachers) with a total of 26 participants. Questionnaires were applied and the results were examined according to content analysis and organized in categories. The results showed that, as yet, neither public nor private schools have adequate infrastructure to enable them to develop inclusive projects, and human resources are one of the main concerns. Most of the professionals showed their lack of understanding and preparation for coping with diversity in the classroom. Neither didactic and pedagogic resources nor proper methodologies suited to special students' needs were being developed in any of the four schools that were studied. Thus, inclusive practices in these schools are limited, with poor conditions for conducting quality inclusive teaching; these results hinder the studentsẃ ith disabilities rights to to learning, development and effective participation in society.

8 pagesInternational audienceCirdo project is intended to establish new healthcare systems to ensure the safety at home of seniors and people with decreasing independence. In particular, extending "e-lio" (http://www.technosens.fr/) device, Cirdo aims to develop an audio/video-based system which makes it possible for elderly to live with a sufficient degree of autonomy. To achieve this goal, generic purposes on video analysis and audio processing are discussed and implemented in the same process. Audio and video analysis algorithms are launched simultaneously and thinks to GPU implementation, the tasks are done in real time. To comply with the requirements set out in the Cirdo project namely: respect privacy and preserve personal data, the processing tasks is performed through background tasks, without any human intrusion. In order to have different types of fall for our experiences, multiple scenarios were designed and performed by several persons. Besides the technical aspect, the project also focuses on generic technology validation by potential users and their human environment (family, caregivers/care takers...). Psychological and ergonomic assessment on the use of services developed was conducted. It focused on the usefulness, usability and accessibility and acceptance of the tool. This evaluation was completed by critical investigation of knowledge acquired by professionals (geriatricians, caregivers school and associations)

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In voice controlled multi-room smart homes ASR and speaker identification systems face distance speech conditions which have a significant impact on performance. Regarding voice command recognition, this paper presents an approach which selects dynamically the best channel and adapts models to the environmental conditions. The method has been tested on data recorded with 11 elderly and visually impaired participants in a real smart home. The voice command recognition error rate was 3.2% in off-line condition and of 13.2% in online condition. For speaker identification, the performances were below very speaker dependant. However, we show a high correlation between performance and training size. The main difficulty was the too short utterance duration in comparison to state of the art studies. Moreover, speaker identification performance depends on the size of the adapting corpus and then users must record enough data before using the system.

Forensic Voice Comparison (FVC) is increasingly using the likelihood ratio (LR) in order to indicate whether the evidence supports the prosecution (same-speaker) or defender (different-speakers) hypotheses. Nevertheless, the LR accepts some practical limitations due both to its estimation process itself and to a lack of knowledge about the reliability of this (practical) estimation process. It is particularly true when FVC is considered using Automatic Speaker Recognition (ASR) systems. Indeed, in the LR estimation performed by ASR systems, different factors are not considered such as speaker intrinsic characteristics, denoted "speaker factor", the amount of information involved in the comparison as well as the phonological content and so on. This article focuses on the impact of phonological content on FVC involving two different speakers and more precisely the potential implication of a specific phonemic category on wrongful conviction cases (innocents are send behind bars). We show that even though the vast majority of speaker pairs (more than 90%) are well discriminated, few pairs are difficult to distinguish. For the "best" discriminated pairs, all the phonemic content play a positive role in speaker discrimination while for the "worst" pairs, it appears that nasals have a negative effect and lead to a confusion between speakers.

This paper analyzes the gender representation in four major corpora of French broadcast. These corpora being widely used within the speech processing community, they are a primary material for training automatic speech recognition (ASR) systems. As gender bias has been highlighted in numerous natural language processing (NLP) applications, we study the impact of the gender imbalance in TV and radio broadcast on the performance of an ASR system. This analysis shows that women are under-represented in our data in terms of speakers and speech turns. We introduce the notion of speaker role to refine our analysis and find that women are even fewer within the Anchor category corresponding to prominent speakers. The disparity of available data for both gender causes performance to decrease on women. However this global trend can be counterbalanced for speaker who are used to speak in the media when sufficient amount of data is available.

In this paper we question the impact of gender representation in training data on the performance of an end-to-end ASR system. We create an experiment based on the Librispeech corpus and build 3 different training corpora varying only the proportion of data produced by each gender category. We observe that if our system is overall robust to the gender balance or imbalance in training data, it is nonetheless dependant of the adequacy between the individuals present in the training and testing sets.