Guía de Actividades para Favorecer la Autonomía y Lenguaje Expresivo mediante Actividades de la Vida Diaria en el Contexto Familiar en una Niña con Síndrome de Down

Abstract

To talking about the relationship between expressive language and autonomy, it should be understood as a joint relationship, that is should not talk about one without working with the other, therefore, Gómez (2013), mentions that these are one of the most complex areas to treat in cases with Down syndrome, because there is much evidence of a linguistic deficit, as they usually present alterations in expressive language due to the communicational barriers that this disability brings with it, as well leaving them to develop problems at the level of autonomy due to the overprotection of their closest context (family), and this causes them to fail to communicate correctly and to be unable to perform different activities autonomously in their personal, academic and social life. Given this problem, it is considered of great importance to provide solutions for the contribution of these limitations that hinder the academic work with students with Down syndrome. Therefore, the objective of this research is to elaborate an activity guide to contribute autonomy and expressive language in a girl with Down syndrome in the third year of basic functional education of the Specialized Educational Unit "Manuela Espejo". It consists of the use of templates, pictograms; for extracurricular work, divided into three modules with their respective tasks/activities, for the stimulation of independence and communicative skills. Given this scenario, this work was developed under a qualitative approach with a basic scope, in conjunction with different techniques (documentary review, semi-structured interviews with the teacher and the mother of the student, and a participant observation during the pre-professional practices in virtual classes) and data collection instruments (observation sheet, interview guide, field diary). In conclusion, it is considered pertinent to give continuity to the application of this guide in order to evaluate and observe the attention, reception and evolution of the student in relation to the activities proposed, analyzing the improvement she has with respect to the skills from which she started.