Sistema de actividades para el abordaje de la dislalia en una niña de seis años usuaria de la UDIPSAI

Abstract

The curricular integration work developed revolved around the question: how to contribute to improving the language of a six-year-old girl who has dyslalia and is a user of the services of the Unit for Diagnosis, Psychopedagogical Research and Inclusion Support (UDIPSAI)? In this direction, the general objective was to enhance language development in a girl diagnosed with dyslalia. For this to be possible, it was proposed to determine the pedagogical foundations of the dyslalia approach; define the characteristics of dyslalia identified in the case analyzed; and proposes a system of activities for its specific approach. The paradigm of this study was the interpretive hermeneutic, concretized in a qualitative research approach. The method considered was the single case study. The research techniques that were taken into account were documentary review, observation and interview. The instruments to collect the information, related to these techniques were the student's diagnosis sheet, bibliographic and content review sheets; field diaries and observation sheet; and, semi-structured interview applied to the teacher and the family. The investigation concluded the marked presence of omissions and substitutions that hindered fluid and adequate language and the presence of high levels of stress that aggravated language difficulties and affected social interaction and attention and concentration. In view of the above, a system of activities was proposed for coping with dyslalia based on four axes and implemented from inclusive education: a) breathing activities; b) relaxation activities; c) activities to strengthen the phono-articulatory system; and, d) activities to address the identified omissions and substitutions.