Abstract
This article evaluates the effect of an intervention on thBe narrative abilities of children with specific language impairment (SLI) in inclusive contexts. The research was carried out in three children attending three different preschool classrooms. Our intervention program, which was implemented jointly by speech therapists and preschool teachers, consisted of 48 sessions that focused on scripts and narrative abilities. The results showed some improvement in script acquisition and some narrative skills but the children did not reach the required level for their age. We conclude that, while group work inside the classroom helps to improve narrative skills in children with SLI, a more individually tailored and functional intervention is needed when these children have to manage more complex linguistic structures.
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