Estrategias diversificadas para intervenir en los trastornos del lenguaje expresivo en una niña con multidiscapacidad

Abstract

The research aims to develop the expressive language of a 5th grade student with multi-disabilities at Manuela Espejo Specialized School. The research is framed in the socio-critical paradigm with a tendency towards the qualitative and descriptive paradigms. Therefore, from this perspective, methods, instruments and techniques were applied, and they facilitated the achievement of an updated speech therapy diagnosis; also, the components of the expressive language of the student being studied. The diagnosis carried out through the operationalization of this category analysis, including dimensions and indicators, supported the theoretical study on the relationships that exist among the cognitive, affective and sensory deficiencies presented by children with multi-disabilities and the development of their language. Likewise, barriers to language learning and development that take place at school and in the family, were identified. To solve the needs, different strategies being flexible, creative, and innovative were designed. The strategies are aimed at preventing, correcting or compensating the alterations in the expressive language of the student within the teaching-learning process, and by means of various methodologies and resources. Obviously, it includes the rest of the students in the classroom from an inclusive and communicative approach. Finally, the proposal was evaluated by expert judgment as pertinent, viable, clear, adequately structured and coherent in content supporting the possibility of its practical application.