Logopedic cabinet: university extension space for the care of children with Down syndrome

Abstract

Background: an alternative for early attention to language disorders in children with Down syndrome and other school children, is the logopedic cabinet, so it is necessary to determine its use as a university extension space.
Objective: to diagnose the work done in the early attention to the language of children with Down syndrome in preschool children, from the speech therapist cabinet.
Methods: an exploratory investigation (2017-2018 school year) was developed as the initial phase of a more in-depth study. Theoretical methods were used: historical-logical, analytical-synthetic, inductive-deductive and transit from the abstract to the concrete; and empirical: document analysis, in-depth interview, participant observation and survey in the form of a questionnaire, mathematical analysis and triangulation of sources.
Results: the creation of the speech therapy cabinet corresponds to the objectives stated in the university extension program and the community project of the Faculty of Early Childhood Education. Among those treated there are some with Down syndrome to which special attention is given. Progress was made in the rectification of language and communication disorders, and therefore, socialization. Your teachers and family are satisfied with the work done. Strengths and needs for continued progress in this work were determined.
Conclusions: the speech therapy cabinet is an effective alternative for early attention to language development in children with Down syndrome, although there are still elements that can be improved.