Estrategia Logopédica con Enfoque Lúdico para Compensar el Retraso en el Desarrollo del Lenguaje de un Estudiante con Discapacidad Intelectual de Segundo Año de Educación General Básica

Abstract

Children with intellectual disabilities (ID) often show difficulties in language development. This study is designed to compensate for the delay in language development of a second-year EGB student with ID. The proposal was born from the problems that arose in the Agustín Cueva Tamariz Special Educational Unit located in the City of Cuenca. Our study subject has a diagnosis of Language Delay, thus altering all language components: phonetic-phonological phoneme articulation problems, reduced semantic lexicon, morphosyntactic and pragmatic affected for the structuring of sentences and phrases and, in turn, manifested a decrease in the ability to speak, harming their comprehensive development within the institution and at a social level. During this investigation, the interpretive hermeneutic paradigm was taken as a reference; The method of this inquiry is the case study, which consists of three phases: pre-active, interactive and post-active, in order to obtain relevant information from our subject of study, which is why data collection techniques and instruments were used. information such as field diary semi-structured interviews, to later carry out the triangulation, where the starting state of the student was obtained. Finally, based on the diagnosis obtained, activities with a playful approach were developed that seek to help the student develop their language and communication; The activities aim to improve communication, acting on the different linguistic components, guaranteeing compensation and improvement in the alterations of the individual's language.