Sistema PECS para estimular la comunicación verbal en un estudiante con Parálisis Cerebral del instituto de parálisis cerebral del Azuay IPCA.

Abstract

The present research addresses the problem related to the verbal communication of a student with Cerebral Palsy accompanied by mild intellectual disability disorder, which is developed within the Institute of Cerebral Palsy of Azuay (IPCA). It should be emphasized that verbal communication is of utmost importance, since it allows and enables interaction between subjects of the different educational, family and social dimensions, within it a single case study was carried out with a qualitative approach, in the same way. Several research techniques were used such as: semi-structured interview, participant observation and bibliographic analysis. According to the results, the integrated use of activities is proposed through a communication board using the PECS Augmentative and Alternative Communication Systems (SAAC) to stimulate verbal communication in a student with Cerebral Palsy, which consists of 6 activities to work from recognition, discrimination and increase in vocabulary, each activity has a guide that includes: title, objective, materials, methodology, resources, the time of its execution and the benefit of this material. As the main conclusion, we have taken into account that the material is essential to stimulate and enhance verbal communication in students, since it is applied with resources that are found within a classroom environment and show challenges to advance giving the own construction of learning.