RESUMO
Introducción: la comunicación en el niño con déficit auditivo es condición para su incorporación a la vida escolar y social. El estado auditivo en ellos dificulta, la formación del lenguaje y con ello su repercusión en su personalidad. El presente artículo aborda algunos de los principales fundamentos relacionados con la producción del lenguaje en estos niños. Objetivo: analizar el sistema funcional verbal, que permita una aproximación teórica del mecanismo del lenguaje en casos de pérdida auditiva. Métodos: se aplicó la exploración del lenguaje a partir de la batería BEALDA, que permitió evaluar el estado de la audición y el lenguaje. Se sometió la propuesta a criterios de expertos y se seleccionó una muestra intencional de 10 niños con edades comprendidas entre 3 y 5 años de edad que asisten al Círculo Infantil Especial Pelusín, en el municipio Holguín con la que se realizó un pre- experimento con estudio de casos. También se aplicaron encuestas y entrevistas a maestros, logopedas, familias y directivos. Resultados: los 10 niños desarrollaron la comunicación verbal, disminuyeron el uso de la mímica aprendida en el hogar y desarrollaron su lenguaje oral, tanto en su forma receptiva como expresiva. Esto permitió contar con un recurso para la estimulación del lenguaje en su periodo de formación y desarrollo, con ello organizar las ayudas logopédicas desde la primera infancia. Los expertos consultados coincidieron en el 98% que las áreas y fases propuestas contribuyen a estimular el lenguaje y la comunicación de los niños con déficit auditivo. Conclusiones: se comprobó que el conocimiento de los fundamentos anatomo-fisiológicos y neurológicos del lenguaje de señas permite organizar las ayudas logopédicas favorables para su desarrollo comunicativo y su preparación para el proceso de aprendizaje escolar.
Introduction: communication in children with hearing impairment is a condition for joining the school and social life. The hearing status on them hinders the formation of language and thus its impact on his personality. This reveals some of the main bases related to the production of language in these children. Objective: to analyze the verbal functional system, that allows a theoretical approach of language mechanism in cases of hearing loss. Methods: the exploration of language was applied from the BEALDA battery, which allowed in evaluating the state of hearing and language. The proposal was submitted to expert criteria and a sample of 10 children aged between three and five years old from the Pelusín Day Care Center in the municipality of Holguin was selected. Surveys and interviews with teachers, speech therapists, families and executives were also applied. Results: ten children (the selected sample) developed verbal communication, the use of mimicry learned at home decreased and their oral language was developed, both in receptive and expressive way. This allowed the specialists to have recourse to language stimulation in their training and development, as well as in speech therapy from early childhood. The experts consulted agreed that 98% areas and phases proposed help stimulate language and communication of children with hearing impairment. Conclusions: the study showed that the knowledge of the anatomical and physiological and neurological foundations of sign language allows to organize the speech therapy for communication development and its training for school learning process.
RESUMO
Introducción: la comunicación en el niño con déficit auditivo es condición para su incorporación a la vida escolar y social. El estado auditivo en ellos dificulta, la formación del lenguaje y con ello su repercusión en su personalidad. El presente artículo aborda algunos de los principales fundamentos relacionados con la producción del lenguaje en estos niños.Objetivo: analizar el sistema funcional verbal, que permita una aproximación teórica del mecanismo del lenguaje en casos de pérdida auditiva.Métodos: se aplicó la exploración del lenguaje a partir de la batería BEALDA, que permitió evaluar el estado de la audición y el lenguaje. Se sometió la propuesta a criterios de expertos y se seleccionó una muestra intencional de 10 niños con edades comprendidas entre 3 y 5 años de edad que asisten al Círculo Infantil Especial Pelusín, en el municipio Holguín con la que se realizó un pre- experimento con estudio de casos. También se aplicaron encuestas y entrevistas a maestros, logopedas, familias y directivos.Resultados: los 10 niños desarrollaron la comunicación verbal, disminuyeron el uso de la mímica aprendida en el hogar y desarrollaron su lenguaje oral, tanto en su forma receptiva como expresiva. Esto permitió contar con un recurso para la estimulación del lenguaje en su periodo de formación y desarrollo, con ello organizar las ayudas logopédicas desde la primera infancia. Los expertos consultados coincidieron en el 98% que las áreas y fases propuestas contribuyen a estimular el lenguaje y la comunicación de los niños con déficit auditivo.Conclusiones: se comprobó que el conocimiento de los fundamentos anatomo-fisiológicos y neurológicos del lenguaje de señas permite organizar las ayudas logopédicas favorables para su desarrollo comunicativo y su preparación para el proceso de aprendizaje escolar.(AU)
Introduction: communication in children with hearing impairment is a condition for joining the school and social life. The hearing status on them hinders the formation of language and thus its impact on his personality. This reveals some of the main bases related to the production of language in these children.Objective: to analyze the verbal functional system, that allows a theoretical approach of language mechanism in cases of hearing loss.Methods: the exploration of language was applied from the BEALDA battery, which allowed in evaluating the state of hearing and language. The proposal was submitted to expert criteria and a sample of 10 children aged between three and five years old from the Pelusín Day Care Center in the municipality of Holguin was selected. Surveys and interviews with teachers, speech therapists, families and executives were also applied.Results: ten children (the selected sample) developed verbal communication, the use of mimicry learned at home decreased and their oral language was developed, both in receptive and expressive way. This allowed the specialists to have recourse to language stimulation in their training and development, as well as in speech therapy from early childhood. The experts consulted agreed that 98% areas and phases proposed help stimulate language and communication of children with hearing impairment.Conclusions: the study showed that the knowledge of the anatomical and physiological and neurological foundations of sign language allows to organize the speech therapy for communication development and its training for school learning process.
Assuntos
Humanos , Masculino , Feminino , Criança , Perda Auditiva/terapia , Terapia da Linguagem/métodos , Língua de SinaisRESUMO
A curiosidade pela investigação do cérebro e sua relação com a cognição parece ter permeado diversos momentos históricos, desde tempos remotos. Papiros faraônicos indicam que, há 3000 a.c., os egípcios possuíam grande conhecimento sobre as funções do cérebro. Ao contrário, os gregos antigos relacionavam a inteligência, as emoções e os instintos com partes distintas do corpo, como o cérebro, o coração e o fígado. Na idade média, a teoria platônica da alma tripartida cedeu espaço à teoria ventricular e, posteriormente, ao dualismo cartesiano. Foi somente no século XIX que, a partir da frenologia, as neurociências assumiram um referencial localizacionista no estudo das relações entre cérebro e cognição, culminado na identificação de áreas corticais relacionadas com a linguagem por Dax, Broca e Wernicke. No entanto, a neuropsicologia somente pôde se desenvolver através da utilização do método patológico-experimental em pacientes cérebro-lesados. Atualmente, a neuropsicologia clínica, através da avaliação neuropsicológica e da reabilitação cognitiva, tem se beneficiado muito com os avanços da psicometria e das técnicas de neuroimagem, contribuindo para o conhecimento do cérebro e suas relações com o comportamento
The interest in the operation of the brain seems to have been present during many moments in history since the early times. Pharaonic papyruses indicate that 3000 years BC the Egyptians had a vast knowledge about the brain functions. In contrast, the antiquity greek related the intellect, emotions and instincts whit structures of the body, like brain, heart and liver. In the Middle Ages, the platonic theory of the tripartite soul was replaced by the ventricular theory and, afterwards, by the Cartesian dualism. It was only in the 19th century that, through the phrenology, neurosciences assumed a localizationistic position on the study of the relation between the brain and cognition. This led to the identification of cortical areas related with language by Dax, Broca, and Wernicke. However, neuropsychology could only be developed with the use of the pathological-experimental method for patients with brain damages. Nowadays, the clinical neuropsychology, through the neuropsychological assessment and the cognitive rehabilitation, has received many benefits from the psychometric advances and the techniques of neuroimage contributing to the knowledge about the brain and its relations with behavior
