Guía de actividades basada en sistemas alternativos y aumentativos de comunicación, para el desarrollo del lenguaje expresivo en estudiantes con multidiscapacidad del IPCA.

Abstract

The degree project arises as a response to the difficulties encountered during the pre-professional practices at the Cerebral Palsy Institute of Azuay, specifically in the vocational B classroom, where students present omission of words, incomplete sentences and substitution of words by similar sounds due to their multidisability. The main objective of the project is to propose an activity guide based on Alternative and Augmentative Communication Systems to improve the expressive language of students. It is based on theories that address language difficulties, in the methodological aspect the Interpretative paradigm, the Qualitative approach and the case study method are used. The case study focuses on students with multiple disabilities in vocational classroom B, specifically analyzing their expressive language as a category. Interviews, observation, field diaries, documentary analysis and bibliographic review are used as research techniques and instruments. The proposed guide consists of ten activities adapted to the individual needs of the students, encouraging their active participation and using evaluation methods to measure their effectiveness. It stands out for being interactive and using novel materials designed for each activity, which is considered appropriate according to the assessment of specialists. The proposal is based on the theory of Alternative and Augmentative Communication Systems (SAAC), which provide tools to overcome barriers to verbal expression.