Sistema de actividades lúdicas con enfoque inclusivo para contribuir al proceso de enseñanza– aprendizaje de la lectoescritura de un niño con dislalia funcional de tercer grado de la Unidad Educativa Julio Abad Chica.

Abstract

This research focuses on the contribution to the teaching-learning process of reading and writing in a child with functional dyslalia. The general objective is to propose a system of play activities with an inclusive approach for the teaching-learning process of reading and writing of a child with functional dyslalia in third grade of the Julio Abad Chica Educational Unit. A qualitative approach was used, with a case study design, carried out in a General Basic Education school. Data collection techniques included observations, interviews and documentary analysis. The results showed that the student with functional dyslalia presented difficulties in the identification of phonemes, substitutions and omissions in speaking and writing. Based on the diagnosis, a system of play activities was designed that considered the child's interests and needs, adapting the resources and strategies to favor his participation and inclusion. The activities were structured in three sequences: phonological awareness at the level of letters, words and sentences, following the principles of the Gillingham-Stillman method. The implementation of the system of playful activities allows for the improvement of the student's phonological awareness, word segmentation skills and literacy performance. In addition, it fosters an inclusive and collaborative learning environment in the classroom. It is concluded that the design of play activities with an inclusive approach, based on a previous diagnosis and structured methods such as Gillingham-Stillman, are essential to meet the specific needs of students with functional dyslalia and promote their comprehensive development. This approach not only improves the child's academic skills, but also contributes to their emotional and social well-being, creating an environment where they feel valued and motivated to learn.