Desarrollo del vocabulario en un caso con discapacidad visual asociado a la discapacidad intelectual en 5to año de Educación General Básica, mediante la adaptación del método TEACCH.

Abstract

The present study was structured from the approach to the reality of a student who shows difficulties in managing vocabulary and who, according to information from DECE, presents as a condition visual disability associated with intellectual disability. The study was carried out in the fifth year of basic general education of the "Manuela Espejo" Specialized Educational Unit and responded to the educational processes that are promoted in their classrooms. The objective of the research was the development of language in the aforementioned student. It was based on the constructivist views of lexical development (vocabulary) and on the foundations of the TEACCH method referred to non-verbal communication. The study started from the interpretive paradigm, was approached from a qualitative approach and was based on the single case method. The research techniques that were considered were documentary review, observation and interview. The instruments built in accordance with the techniques were content sheets, bibliographic sheets, documentary analysis matrices, field diary, observation guide and unstructured interview script. In this context, an explanatory conceptual framework was proposed on the interaction between vocabulary and visual disability associated with intellectual disability; Likewise, the vocabulary of the analyzed case was characterized; With these inputs, a proposal was designed for the development of vocabulary with the support of the TEACCH method. The research provides inputs for work on the development of vocabulary in the logic of the inclusive classroom in response to the characteristics of all students.