Intervención logopédica con un enfoque artístico e inclusivo para la corrección de la pronunciación en una estudiante del cuarto año de educación básica de la Unidad Educativa Especial Agustín Cueva Tamariz

Abstract

The present research was conducted during the period of qualification in the Special Educational Unit "Agustín Cueva Tamariz" in the classroom of the fourth year of basic education, a student was taken as a sample, through the different instruments of data collection, it has been shown that the student has pronunciation problems, due to intellectual disability and hearing loss, which is why we have proposed a speech therapy intervention with an artistic and inclusive approach for the correction of the same. In the following research we will focus on developing activities focused on all components of language, especially in the phonetic-phonological component for the correction or compensation of pronunciation in the student. Through participant observation it was determined that in the fourth year of basic education classroom, the teacher generally develops activities focused on fine motor skills during classes and homework or in some cases the contents addressed are repetitive, which is why strategies have been planned according to the interests and needs of the student, These strategies will allow us to have a better result in the development of their language, both in pronunciation and in having an extensive lexicon and to communicate verbally, thus promoting interrelationships, improving attention, developing social skills, competencies and behaviors appropriate to their social environment.