Sistema de actividades didácticas-inclusivas para mejorar la comunicación expresiva en un estudiante de 7 años de edad con dislalia funcional en la Unidad Educativa Gabriela Mistral.

Abstract

Expressive communication is the ability that human beings have to transmit ideas, emotions and thoughts in a clear and coherent way. It has been observed that children with Functional Dyslalia present impairment in this specific area, especially in the phonetic-phonological component. The objective of this Curricular Integration Work is to propose a system of didactic-inclusive activities to improve expressive communication in a 7-year-old student with functional dyslalia from the Gabriela Mistral Basic General Educational Unit. An interpretive paradigm, qualitative approach and case study method are applied, where it is determined through the application of participant observation and interview techniques that the child's expressive communication is affected, due to difficulties in the articulation of the phoneme /r/. Based on these findings, a system of didactic and inclusive activities was designed, organized by phases, which include phono-articulatory exercises, pronunciation and activities to reproduce the /r/ in words, in addition to the design of an evaluation to measure the improvement in the expressive communication of the child. It is concluded that the application of didactic and inclusive activities within the classroom are favorable to promote the development of expressive communication in children with Functional Dyslalia.