Trastorno especifico del lenguaje y procesos lecto escritores en una niña con discapacidad intelectual leve

Abstract

This case study addresses the descriptive type of research, which aims to analyze the influence of specific language disorder and literacy processes in a girl with mild intellectual disability, within this process the following specific objectives are also set out, to describe the level of literacy learning of a girl with mild intellectual disability and characterize the specific language disorder and its relationship with mild intellectual disability. It has been possible to know and understand relevant data on intellectual disability, which refer that people with this condition generally have a slower cognitive development and difficulties in acquiring new skills and knowledge, which also influences their ability to interact and perform daily tasks. This study focuses on the case of a 6-year-old girl with mild intellectual disability, language and learning difficulties. She was evaluated by professionals such as the speech therapist and neuropsychologist, where a diagnosis of mild mental retardation with an IQ of 62% and specific pronunciation disorder was determined. Within this research a qualitative approach has also been carried out, where it highlights the importance of adapted and continuous interventions to improve their comprehensive development and communicative skills, which were considered based on the implementation of methods necessary for data collection such as: Interview, Oral Language Assessment Test ELO and Child Neuropsychological Maturity Questionnaire CUMANIN.