Ambiente de aprendizaje para trabajar la dislalia funcional en la Unidad Educativa Julio Abad Chica.

Abstract

In order to communicate and interact with their peers, people need language, which is essential for cognitive, social and emotional development. Generally, language develops spontaneously and without major problems, however, there are cases in which its development can be affected by various conditions. One of these conditions is functional dyslalia, a speech disorder in which children have difficulty pronouncing certain phonemes correctly, a fairly common difficulty in children that significantly affects language skills. This research addresses this problem through the development of different headings that go through the theoretical review from the macro language, speech, speech disorders and the micro that is functional dyslalia and its repercussions on learning. The research is developed based on action research, with a socio-critical paradigm and a qualitative approach that takes into consideration information collection techniques such as: interviews, participant observation and documentary analysis; with their respective instruments: interview guide, field diaries and checklist. The meticulous analysis of the information collected and the deep reflection on the implications of the findings has yielded the following result, it is necessary to design and implement a learning environment that allows working on this condition in the Julio Abad Chica Educational Unit, where different resources and activities are proposed to help improve the articulation of phonemes, thus favoring the learning process. Finally, the implementation of the learning environment and the guide of activities and resources allowed us to comply with the methodology of action research, expanding our knowledge about the processes of constant improvement that must be present in the educational field. Likewise, it allowed to see an improvement in the articulation of the phonemes affected in the student when working within this space and evaluating a wide range of factors ranging from the adequacy of the space, the materials to the relationships and the emotional climate of the classroom were considered.