La estimulación visual de los escolares con baja visión que presentan diagnóstico de dislalia
Fecha
2018-06-15
Autores
Llanes Isla, Adriana
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Editor
Universidad Central "Marta Abreu" de Las Villas. Facultad de Educación Infantil. Departamento de Educación Especial.
Resumen
La prevalencia de niños con dislalia provocada por una baja visión ha suscitado la
realización de diversos estudios investigativos dentro de la comunidad científica. En
ocasiones los resultados que se describen en ellos suelen ser contradictorios, sin
embargo, la mayoría de los autores coinciden en reconocer la relación de
condicionalidad entre los trastornos en la pronunciación con la incapacidad de imitar la
correcta posición de los órganos articulatorios para emitir los sonidos del idioma.
Inmersa en esta problemática, la autora incursiona en el proceso de estimulación visual
de los escolares con baja visión desde la clase logopédica, para lo cual, se propone
ofrecer una alternativa que tome como punto de partida la articulación entre el
diagnóstico logopédico y visual, para desde él, desarrollar un grupo de acciones que
contribuyan de forma decisiva a solucionar este complejo proceso. La metodología
empleada permitió: estructurar un marco teórico referencial profundo, actual y preciso;
indagar en la situación que muestra el proceso de estimulación visual de los escolares
con baja visión que manifiestan dislalia en la Escuela Especial Fructuoso Rodríguez de
la ciudad de Santa Clara y concebir una alternativa como resultado científico capaz de
contribuir con la solución de la problemática estudiada. Finalmente se valora la
alternativa propuesta tomando en cuenta los criterios de un grupo de especialistas, así
como por medio de la exploración empírica de su factibilidad práctica en un escolar con
baja visión y diagnóstico de dislalia, esta permitió reconocer su calidad, su pertinencia y
la posibilidad de ser aplicada.
The high prevalence of children with difficulties in pronunciation caused by low vision has led to several research studies within the scientific community. Sometimes the results described in them are often contradictory, however, most authors agree in recognizing the relation of conditionality between the disorders in the pronunciation with the inability to imitate the correct position of the articulatory organs to emit the sounds from language. Immersed in this problem, the author ventures into the process of visual stimulation of schoolchildren with low vision from the logopédica class, for which, it is proposed to offer an alternative that takes as a starting point the articulation between the logopédico and visual diagnosis, for from it, develop a group of actions that contribute decisively to solve this complex process. The methodology used allowed: structuring a deep, current and precise referential theoretical framework; investigate the situation that shows the process of visual stimulation of schoolchildren with low vision who manifest difficulties in pronunciation in the Fructuoso Rodríguez Special School of the city of Santa Clara and devise an alternative as a scientific result capable of contributing to the solution of the problem studied. Finally, the proposed alternative is evaluated taking into account the criteria of a group of specialists, as well as through the empirical exploration of its practical feasibility in a school with low vision and difficulties in pronunciation diagnosis, this allowed to recognize its quality, its relevance and the possibility of being applied.
The high prevalence of children with difficulties in pronunciation caused by low vision has led to several research studies within the scientific community. Sometimes the results described in them are often contradictory, however, most authors agree in recognizing the relation of conditionality between the disorders in the pronunciation with the inability to imitate the correct position of the articulatory organs to emit the sounds from language. Immersed in this problem, the author ventures into the process of visual stimulation of schoolchildren with low vision from the logopédica class, for which, it is proposed to offer an alternative that takes as a starting point the articulation between the logopédico and visual diagnosis, for from it, develop a group of actions that contribute decisively to solve this complex process. The methodology used allowed: structuring a deep, current and precise referential theoretical framework; investigate the situation that shows the process of visual stimulation of schoolchildren with low vision who manifest difficulties in pronunciation in the Fructuoso Rodríguez Special School of the city of Santa Clara and devise an alternative as a scientific result capable of contributing to the solution of the problem studied. Finally, the proposed alternative is evaluated taking into account the criteria of a group of specialists, as well as through the empirical exploration of its practical feasibility in a school with low vision and difficulties in pronunciation diagnosis, this allowed to recognize its quality, its relevance and the possibility of being applied.
Descripción
Palabras clave
Educación Especial, Vista, Dislalia