Intervención logopédica y educativa en trastorno del desarrollo del lenguaje (TDL). Un estudio cualitativo
ENG- This report is a synthesis of the research work developed by the undersigned doctoral student, called Speech-Language an educational Intervention in Developmental Language Disorder (DLD). A Qualitative study. From the theoretical consideration of the referents in terminology and characterizatio...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/694498 |
| Acceso en línea: | http://hdl.handle.net/10803/694498 |
| Access Level: | acceso embargado |
| Palabra clave: | Trastorn desenvolupament llenguatge Trastorno desarrollo lenguaje Developmental language disorder Logopèdia Logopedia Speech therapy Educació Educación Education Trastorns del llenguatge en els infants Trastornos del lenguaje en los niños Language disorders in children 372 373 376 81 |
| Sumario: | ENG- This report is a synthesis of the research work developed by the undersigned doctoral student, called Speech-Language an educational Intervention in Developmental Language Disorder (DLD). A Qualitative study. From the theoretical consideration of the referents in terminology and characterization of DLD, the brief historical review of the concept, as well as the new recommendations on the subject, it will be possible to appreciate a conception of the diagnosis beyond the difficulties of communication and language, showing the evidence in problems of academic, social and emotional development of students with this diagnosis. The new theoretical recommendations invite a more dynamic, flexible and natural process in the way of understanding, intervening, researching and disseminating the findings on DLD. Regarding intervention as a particular object of study, the traditional models and strategies contemplated in the logopedic tradition are analyzed, as well as their possibilities from the pedagogical space. In order to obtain a general vision of this phenomenon, the following general research objective is proposed: To describe and analyze the intervention aimed at students with DLD, with emphasis on professional collaboration, by means of the specific objectives: 1.To deepen in the beliefs of speech-language pathologists and speech therapists about terminology, characterization, comorbidity and specific DLD intervention; 2. To explore the beliefs and intervention practices of speech- language pathologists who serve students with DLD and their perceptions regarding collaboration with teachers. The main results lead us to a general understanding of DLD, on the part of the participants, as a difficulty that, from the communicative-linguistic level, involves a series of obstacles in the academic, social and emotional life of the students. The proximity between the beliefs and practices recognized by the participants, and their linkage with the theoretical recommendations in this regard, reflects a degree of professional competence highly connected with the progress of research and training, regardless of geographical location |
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