School coexistence in children with Specific Language Disorder/Language Development Disorder in transition levels of special and regular schools with School Integration Program in the Valparaíso region

Abstract

This research addresses school coexistence in children with Specific Language Disorder/Developmental Language Disorder at transitional levels. An analysis of current regulations, coexistence management, socio-emotional characteristics and coexistence problems observed in these children is presented. A general objective is established that seeks to describe this influence of SLI/TDL on coexistence.The study uses the interpretative paradigm, with a level of descriptive knowledge and its design is a multiple case study, to collect the information is done through documentary research and interviews which were applied to education professionals in special language and regular school with PIE in the region of Valparaíso. The modalities of coexistence management were identified, as well as the impact of communication and socio-emotional aspects was analyzed, to finally characterize the main coexistence problems observed in these children.The results of the research allowed us to conclude that in these schools, SLI/DLT has an influence on the school coexistence of children in early education. Communication difficulties and socio-emotional aspects that affect coexistence were identified and the importance of the work of the coexistence teams and the classroom teacher as the differential teacher in addressing these problems was highlighted.This research contributes to generating greater knowledge about school coexistence in children with SLI/DLD and to finding solutions to improve the educational and classroom climate, as well as inclusion, in turn future lines of research on this topic are proposed