Orientación familiar para el desarrollo del componente fonético-fonológico de un niño con diagnóstico de retraso secundario del lenguaje, asociado a una discapacidad intelectual leve
Fecha
2018-06-15
Autores
Fresno Justo, Dailin del
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Central "Marta Abreu" de Las Villas. Facultad de Educación Infantil. Departamento de Educación Especial.
Resumen
La investigación propone un sistema de actividades de orientación familiar que combina
las vías de la modalidad individual y el uso de las TIC para el desarrollo del componente
fonético-fonológico de un niño con diagnóstico de retraso secunda rio del lenguaje
asociado a discapacidad intelectual leve de tercer grado. Se utilizaron métodos del nivel
teórico como el histórico-lógico, el analítico-sintético, el inductivo-deductivo y la
modelación; del nivel empírico el análisis de documentos, la entrevista, el estudio de caso
y la consulta a especialistas. Luego de aplicados los métodos y técnicas se determinaron
las fortalezas y necesidades de la familia seleccionada. El sistema de actividades que se
propone para resolver las necesidades detectadas, consta de cinco subsistemas,
dirigidos a sensibilizar a la familia sobre la necesidad de desarrollar el componente
fonético-fonológico, la orientación de la familia para desarrollar la motricidad articulatoria,
el oído fonemático y la pronunciación, así como evaluar las habilidades alcanzadas.
Posteriormente se sometió a la valoración por especialistas de probada experiencia,
quienes aportaron criterios favorables sobre la calidad de la propuesta. Finalmente se
llevaron a la práctica l as actividades para lo cual se seleccionó una familia con un hijo
con diagnóstico de retraso secundario del lenguaje que cursa el tercer grado . Los
resultados alcanzados en la preparación que logró la familia, reveló la efectividad del
sistema de actividades propuesto.
The research proposes a system of family orientation activities that combines the ways of the individual modality and the use of Information and Communication Technology’s for the development of the phonetic-phonological component of a child with a diagnosis of secondary third language delay. Methods of the theoretical level were used such as the historical-logical, the analytic-synthetic, the inductive-deductive and the modeling; of the empirical level the analysis of documents, the interview, the case study and the consultation of specialists. After applying the methods and techniques, the potentialities and needs of the selected family were determined. The system of activities proposed to solve the identified needs consists of five subsystems, focused at sensitizing the family about the need to develop the phonetic-phonological component, the orientation of the family to develop articulatory motor skills, phonemic hearing and pronunciation, as well as assessing the skills achieved. Subsequently it was submitted to the assessment by specialists of proven experience, who provided favorable criteria on the quality of the proposal. Finally, the activities for which a family was selected with a child with a diagnosis of secondary language delay in the third grade were found to be practiced. The results achieved in the preparation of the family revealed of the effectiveness of the proposed activity
The research proposes a system of family orientation activities that combines the ways of the individual modality and the use of Information and Communication Technology’s for the development of the phonetic-phonological component of a child with a diagnosis of secondary third language delay. Methods of the theoretical level were used such as the historical-logical, the analytic-synthetic, the inductive-deductive and the modeling; of the empirical level the analysis of documents, the interview, the case study and the consultation of specialists. After applying the methods and techniques, the potentialities and needs of the selected family were determined. The system of activities proposed to solve the identified needs consists of five subsystems, focused at sensitizing the family about the need to develop the phonetic-phonological component, the orientation of the family to develop articulatory motor skills, phonemic hearing and pronunciation, as well as assessing the skills achieved. Subsequently it was submitted to the assessment by specialists of proven experience, who provided favorable criteria on the quality of the proposal. Finally, the activities for which a family was selected with a child with a diagnosis of secondary language delay in the third grade were found to be practiced. The results achieved in the preparation of the family revealed of the effectiveness of the proposed activity
Descripción
Palabras clave
Educación Especial, Familia, Orientación Pedagógica