Experiencia de aplicación de un programa de estimulación del lenguaje realizado en aulas inclusivas de kínder

Abstract

Background and objectiveAn inclusive school offer support to children with special educational needs in a context of regular education. A special education need can be frequently found in the school population is the Specific Language Impairment (SLI), this implies alterations at level to linguistic and metalinguistic skills that could impact the academic performance of the students who suffer from it. The available information about the procedures and strategies that allow to scaffold the linguistic development of children with SLI that registered on inclusive Chilean schools is scarce. The objective of the present investigation is to analyze the effect of an oral language stimulation program, applied in the Preschool common classroom throughout an inclusive-collaborative intervention model. Materials and methodsA pre-post test study of a single group of 28 SLI subjects has been carried out, this sample was distributed in 4 preschool classrooms. The program was executed collaboratively between speech therapists and educators and included 30 sessions, in which lexicon, phonological awareness, comprehension and narrative production were worked on. The stimulated skills were evaluated before and after applying the program through instruments with norms for the Chilean population. ResultsOnce the program was completed, there was a significant increase in students’ performance in the comprehension and expression of narratives, passive lexicon and phonological awareness. ConclusionsThe collaborative work in the context of the common classroom is beneficial to increase the linguistic and metalinguistic performance of students with SLI.