Dyslalia as an obstacle to learning in first grade students

Abstract

The study “Dyslalia as an obstacle to learning first grade students” provides an approach to the situation of the educational process faced by dyslalic students. Education must respond to the needs of the context that allow improving the living conditions of people. However, this presents challenges, particularly dyslalia, which consists of the incorrect articulation of phonemes or groups of phonemes. In this sense, the origin of this condition, classification and how it affects the learning process were investigated, under the qualitative cross-sectional approach, convenience sampling was applied; To collect the information, instruments were applied such as: structured interviews with the educational community, pedagogical advisors of the Regional Autonomous Educational Subsystem (SEAR) and the municipal delegation of the Ministry of Education (MINED) and the educational community; An observation guide was designed applicable in school situations, informal dialogues with students; The review of bibliography related to the state of the art was also essential. Managing to carry out an analysis of the effects caused by dyslalia as an obstacle to learning, identifying the causes that originate it, which made it possible to determine how it influences the teaching-learning process. As a proposal for improvement for the learning problem studied, pedagogical strategies were designed that can be taken up by the authorities of the educational community, in general, and of the school specifically, to provide comprehensive attention taking into account the learning needs. training aimed at teachers, mothers, fathers and the educational center.