Sistema aumentativo de comunicación para el desarrollo del lenguaje expresivo en un estudiante con Síndrome de Down.

Abstract

This research deals with the importance of developing expressive language in students with Down syndrome through the implementation of SAACs. The theoretical foundations analyzed in relation to expressive language and alternative and augmentative communication systems made it possible to identify that the main barriers that aggravate these limitations are due, in part, to the scarcity of information available both nationally and locally on this problem and its possible solutions. The present work maintains a qualitative methodology, which is based on the interpretative paradigm and takes as a starting point the action research method, which implements participant observation and interview as techniques to identify the difficulties present in the student's expressive language. Based on this diagnosis, a SPC type augmentative communication system is proposed, which is accompanied by an activity guide, which maintains a pedagogical, inclusive and didactic approach, which presents a curricular structure, organization and operation. The augmentative communication system is designed with the purpose of providing skills that allow students to improve their autonomy, independence and social interaction. The proposal was validated by five specialists, who determined that it is viable for implementation, among other values that make it functional and relevant.