Perception on the diagnosis and treatment of language disorder in Chilean education professionals
Autores
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Carla Vergara
Facultad de Ciencias Sociales, Universidad de Concepción, Chile; Facultad de Comunicaciones y Artes, Universidad de Las Américas, Chile.
https://orcid.org/0000-0002-6399-1628
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Mabel Urrutia
Departamento de Currículum e Instrucción, Facultad de Educación, Universidad de Concepción, Chile.
https://orcid.org/0000-0002-8475-1383
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Alberto Domínguez
Departamento de Psicología Cognitiva, Facultad de Psicología y Logopedia, Instituto Universitario de Neurociencia, Universidad de La Laguna, Tenerife, España.
https://orcid.org/0000-0002-4958-0179
Resumo
This qualitative phenomenographic study addresses the conceptions of therapists and education professionals on the diagnosis and treatment of Developmental Language Disorder (DLD), through semi-structured interviews to understand the personal experiences, conceptions and practices of different professionals in charge of the treatment of DLD in the Chilean educational context. The sample includes 10 professionals with experience in language schools and schools with school integration programs in the south of the country.
A thematic analysis of the interviews was carried out in which three central themes were identified: the heterogeneity of DLD, the valuation of experience in working with children, and the structure of therapeutic and educational interventions. The study highlights the diversity of approaches and challenges faced by professionals in dealing with DLD. The results reflect the need to seek consensus to improve terminology, classification criteria and assessment in this area.
The limitations of the study point to future research that expands the sample and considers other Spanish-speaking contexts. The work has important projections related to the updating of interventions and the standardization of DLD assessment instruments.
Palavras-chave:
language development, psycholinguistics, learning disability, preschool child, preschool teacher
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