Guía de Actividades Lúdicas para la Estimulación del Lenguaje Oral, en un Estudiante con Discapacidad Visual del Aula Funcional Social 1 del IPCA.

Abstract

Oral language, according to Sánchez (1996), is the ability that distinguishes human beings from other species and allows us to externalize ideas,memories, knowledge,desires, as well as to put ourselves in direct contact with others, to establish appropriate interpersonalrelationships. In children with visual impairment, oral language is an aspect that is very affected and prevents the expression of needs and ideas. The general objective of this curricular integration work is to propose playful activities for the stimulation of the oral language of a 9-year-old with visual impairment in the social functional classroom 1 of the IPCA, for which a unique case study with a qualitative approach was carried out, which begins with the observation and identification of the study subject within the pre professional practices of the UNAE. To characterize the student's speech problems, techniques and instruments were applied, such as field diaries, semi-structured interviews with the teacher and the family, which helped to identify the main problem in oral language in the case study. The results obtained allow us to conclude that the child has affected the three components of language: semantic lexicon, morphosyntactic and pragmatic, since he has a reduced, repetitive vocabulary and difficulty in assembling sentences of three or more words. To address this, a guide was designed that consists of ten recreational activities, which presents objectives, times to carry out the activities, resources, and details their respective procedures so that the teacher can apply it in the classroom context. It is concluded that playful activities are of great importance for the development of oral language, so they must be adapted to the needs of each of the children and allow an active participation of the student and the teacher. The proposal was validated by three education experts, who consider that the proposed activities are pertinent to be applied to the case, pointing out that it is an effective alternative to enhance the student's oral language skills.