4 LA APP “TERAPIA DE CONVERSACIÓN”: UNA ESTRATEGIA DIDÁCTICA PARA LOS PROCESOS COGNITIVOS EN ESCOLARES CON DISFASIA

LA APP “TERAPIA DE CONVERSACIÓN”: UNA ESTRATEGIA DIDÁCTICA PARA LOS PROCESOS COGNITIVOS EN ESCOLARES CON DISFASIA

This article presents a study aimed at implementing the "Talk Therapy" app as a didactic strategy to strengthen the cognitive processes of students diagnosed with Dysphasia. Understanding dysphasia as a congenital disorder characterized by a late onset in the beginning or production of language, both in its expressive and
comprehensive forms. It is defined by an atypical development of the comprehension or expression of spoken or written language and by problems of language processing and/or abstraction of significant information, for short- and long-term storage, which significantly affects social life and school of the people who present it. The research methodology is qualitative with a
research approach - evaluative action, which was carried out in 3 procedural phases: 1. Diagnosis.2. Design and application of activities.3. Application of the ICT tool. The  Results obtained were the identification of the shortcomings and pragmatic  problems that students with dysphasia have. In short, it is concluded to show that the implementation of technological tools is of great help to strengthen the cognitive processes of students with disabilities in dysphasia since the usefulness of the conversation therapy instrument manages to capture the student's attention and is a dynamic form of transposition of learning.

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