Support plan for the Hearing

and Language specialist at the Ordinary

Center

Hearing and Language

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1. Introduction
The support or action plan (PA) presented below is a set of actions aimed at improving the
E/A process, which attempts to explain the help provided in a center to all students with special
educational needs (SEN), by the teaching team and individually, by the different specialists.
The Support Plan (PA) is embodied in a team task with joint responsibilities, which involves
the center's teaching staff, external and internal professionals, and the educational community in
general.
As a teacher of Hearing and Language (AL), I am an essential member of the PA where I will
carry out the tasks and functions defined in current legislation, taking into account the
peculiarities of the center to which I belong, as set out in the Educational Project (PEC) and the
characteristics of its students.
Specifically, we are going to discuss the case of a student named S. who has Special
Educational Needs (SEN) due to mental and hearing impairment, for which I will create a series
of intervention programs aimed at her intervention and development.

2. Contextualization of the support plan

2.1. Center data
The center to which I belong as a Hearing and Language teacher is a public center located on
the outskirts of a city. The facilities are old, but have undergone some recent renovations and an
improvement project for future courses.
It has good access and is surrounded by fields. It is a quiet place, with a medium economic and
cultural level.
The center has a double line:
– 6 Early Childhood Education units + 2 support units.
– 12 units of Primary Education.
– 1 Therapeutic Pedagogy (PT) teacher.
– 1 Hearing and Language (AL) specialist teacher.
– 1 diversity care teacher.
– 1 shared physiotherapist.
– 1 itinerant psychopedagogue from the School Psychopedagogical Service (SPE) or Team
Interdisciplinary.

– 1 caregiver.
The school has two support teachers in Early Childhood Education, because the classes are
very large and instead of creating a new line this measure was created due to lack of space.

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 Students attend school from 9:00 a.m. to 12:00 p.m. and from 3:00 p.m. to 5:00 p.m., although
the school has been proposed to do an intensive day on an experimental basis for the next
academic year. In the afternoons and at midday, the centre offers workshops and extracurricular
activities such as: English, football, ceramics, cooking, sewing and rhythmic gymnastics.
2.2. Characteristics of the students
Students generally belong to families with 1 to 3 children.
The population has increased in recent years due to the schooling of foreigners, mainly
Moroccans and South Americans.
There are no major behavioural problems. In general, they are fairly well-behaved children
who respect the rules and follow orders, so conflicts in the centre are rare. Foreigners who attend
support classes to improve their language skills.
11 children with speech therapy needs attend, who have learning difficulties due to different
pathologies as we will see in the attached table.
Of these children, those in Primary Education, who are seven, are considered Students with
Special Educational Needs (acnee), and therefore require curricular adaptations in one or more
areas of the curriculum.

Stage Level Diagnosis Reference

4 years Dysphonia + Dyslalia (sigmatism) P. M

5 years Simple Language Delay (SLD) AND. P

Early Childhood
Education
5 years RSL + Dyslalia / so / F. M

5 years RSL (family breakdown) R. T

Primary Language Delay Associated with Severe

1st S. J
Education Mental Deficit

Language Delay (lack of childhood

1st EITHER. H
stimulation)

2nd Disfemia + Multiple Dyslalias (school M. J.

absenteeism)

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 2nd Simple Language Delay (SLD) P. N

3rd Dysphasia TO. Yo

Medium Hearing Deficit +

4th S
Average Mental Deficit

5th PCI = DYSARTHRIA J. M

As we can see, there are two students with significant disabilities enrolled, one student with
Cerebral Palsy (CP) and one student with Dysphasia. These students receive specialized attention
most of the time they are at school, attending regular classes whenever possible and the ACIs
allow it:
• The child with PCI has serious mobility problems and gets around in a wheelchair, so a
ramp with a handrail and an adapted bathroom has been built to access the upper floors. To help
with personal hygiene tasks, moving from one classroom to another, getting on the bus, etc., the
role of a caregiver was requested, who comes to the center full time. This caregiver is also
responsible for carrying out the “cooking workshop”, which is attended by some of the students
with special educational needs (student with special educational needs, student with mental
disabilities, student with dysphasia and student with mental and hearing disabilities), during after-
school hours. This workshop takes place on Wednesdays for 1 hour, in which children make
cakes, muffins and meals to order, which they then sell to teachers and students at the same center.
It is rewarding because they are in charge of going shopping, making the dough, baking it and
selling it. In this way, they gain personal autonomy and self-confidence, as well as manual skills
and personal relationships.
• In addition to the student with PCI, there is a student with Dysphasia integrated into the
center, with serious verbal-oral communication problems. You need to use a communication
board created by the speech therapist with the help of the PT and the family. And an adapted
schedule with photos of the different teachers who are assigned at each moment of the day. The
family is very cooperative and is always looking after the girl's education, taking her every
afternoon to an association located in the same village, where activities adapted to the children's
disabilities are carried out: athletics, ceramics, horse riding, tap dancing, stretching... His level of
socialization is very good, despite his shortcomings he has a close relationship with all the
children at the center.

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3. Decision making in the support plan
In this section we will see how the educational center responds to the needs of the students
integrated into it.
The center adopts measures that guarantee a quality educational response with:
– Material and technical resources.
– Personal resources.
– Functional and organizational resources (PEC, PCC/Didactic Programming and Classroom
Programming/Intervention Programs).
– Basic elements of the curriculum.
3.1. Material and technical resources
It has classrooms equipped with PT, AL, IT, music, laboratory, library and psychomotor skills,
as well as zoned patios and adaptations throughout the building that facilitate mobility through it,
such as: access ramps to all classrooms, railings, an adapted toilet, large access doors to the
classrooms that facilitate easy entry and exit... There is also a multipurpose classroom that is used
for workshops.
• In the speech therapy classroom we have:
– Auditory discrimination material (instruments, radio, tape recorder, play with Simon...).
– Blowing material (candles, balloons, party blowers, confetti, paper balls...).
– Families of dolls made with plasticine.
– Materials for symbolic play: vehicles, medical supplies, market supplies…
– Falomir’s “Guess what you hear” game, puzzles of everyday scenes, vocabulary family games,
association puzzles, “I spy” games.
– Mirror placed on the wall.
– Intervention material for reading difficulties (books, cards, etc.).
– Basic vocabulary material, transparent and adhesive overlay visual material on a magnetic
board.

– Phonetic, stock, trade, temporary, sound lottos…

– Word train, comics for talking, logical pairs, time sequences, cards with similarities and
differences, dialogue-dialogue…by M. Monfort and A. Juarez.
– Mini arch, reading and spelling cards.
– Relaxation techniques by Jackobson and Schultz.
– Audio tapes of auditory discrimination, relaxation...
– Books such as “Re-education of dyslexia”, “The child’s voice: education and rehabilitation”,
“How to pronounce /r/”, “Program for reinforcement of metalinguistic activities”, “Language
stimulation”, “Reading comprehension activities”, “Confusion of syllables and blocked

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 syllables”... and material such as “Teach me to speak”.
– Computer programs: Clic, Simicole, Pipo, Trampolín, Adibú…
– A computer with adapted input and output devices (joystick, keyboard, voice synthesizers,
microphone, etc.).
• In the PT classroom:
– Textbooks from different areas and levels, reading books.
– Reinforcement material (activity books, cards, notebooks, maps...).
– Adaptive computer…
• In the multipurpose classroom:
They have: electric stove, oven, sink, cooking utensils and different cupboards to store things,
box of threads, wool and needles, shelf of material for modelling ceramics, television and video,
posters, signs...

• In the psychomotor classroom:

There are mats, carpets, inflatable plastic and medicine balls, a standing mirror, parallel bars,
wall bars, a treatment table, walkers, a bicycle with training wheels, cones, hoops, sponge arches,
ropes, rubber bands...
3.2. Personal resources
The center has the necessary professionals to better meet the needs of the students, as we have
already seen. The support team, made up of the PT, the AL, the diversity care teacher, the two
“plus 1” teachers from Infant School and the SPE psychopedagogue, has these basic objectives:
– Offer acnee an education tailored to their needs. With 3 purposes:
- Student socialization.
- Autonomy in the environment.
- The acquisition of basic instrumental learning.

– Promote integration at the primary stage with the involvement of all members of the school
community (students, teachers, parents and staff).
– To promote and energize, through the intervention of acnee, measures to address diversity in
order to improve the educational process of all students.
– To maximize the individual development of intellectual, academic and social abilities of all
acnee.
3.3. Functional and organizational resources
It has a good organization of material and personal resources, preparation of ACIs,
coordination between teachers, participation of families... things that we will expand on
throughout this PA.

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 The support team is closely linked to the management team, more specifically to the head of
studies, who is always present at meetings with the SPE psychopedagogue. She is also responsible
for organizing schedules and meetings with social services once a month to follow up on cases of
school absenteeism or children with family problems. Parents are also interviewed to compare
opinions and communicate the decisions made by the support team.
To meet the educational needs of students, the center has a series of measures in its
documents: PEC, PCC/Didactic Programming and Classroom Programming/Intervention
Programs:
3.3.1. In the PEC
Since 1988-1989, the centre has received and integrated students with Special Educational
Needs (SEN).
The psychopedagogical team of the area assigns to the center the students who are to be
integrated into the different levels. The support team, in view of the students' medical and
psychopedagogical reports, establishes appropriate measures to improve their integration and
learning (assigns groups, instructions to teachers, ACIs, etc.).
These measures are reviewed weekly during meetings held by the support team with the
educational psychologist.
3.3.2. In the PCC/Educational Programming
It has a series of aspects to address diversity:
– The management team will ensure that the centre has the appropriate professionals to better care
for acne patients.
– It is interesting that the presentation of the activities is detailed. The more presentation channels
you provide, the better (visual, auditory, tactile reinforcement, etc.). These students have
significant difficulties in retaining content, so it is important to work on all possible routes of
presentation of the content (attentional, visual, auditory, oral...) in the various activities, and
whenever possible with their practical application in everyday life.
– Interrelated learning, that is, learning related to different areas and groups, must be encouraged.
– It should be noted that they will probably need more time than the rest of the students to
complete the activities.
– The following objectives must be set in all areas:
- Encourage them and help them establish social relationships.
- Provide them with strategies and resources that improve interpersonal relationships.
- Help them in their progress by offering positive reinforcements.
For this type of students, it may be necessary to make a curricular adaptation that affects the
main elements of the curriculum (objectives, content, methodology and evaluation), based on the
student's level of competence and the evaluation and promotion criteria for the level in which they

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are located.
3.3.3. In Classroom Programming/Intervention Programs
Teachers must take into account students with special educational needs when preparing their
classroom schedules, and when directing their own actions towards that student. They must also
promote the presentation of content through different routes, as we have mentioned before, to
offer the child the maximum possibilities for normalized learning.
The tutor's way of thinking will be essential when directing the teachings; it depends on him
whether the child develops more or less, facilitating or not the role of the specialists and
assuming the child's problems within the classroom.
3.4. Basic elements of the curriculum
As for elements of the curriculum, we will say that due to the gap between the Curricular
Competence Level of students with SEN and that of their group mates, it is possible to introduce
or eliminate objectives and content of an individual nature, making curricular modifications and
adjustments. We will have to prioritize, select and eliminate some aspects.
As for adaptations of the methodology and activities, we should try to get children to
communicate, awakening their curiosity and arousing their interest. If necessary, we would slow
down the pace of work and provide individual supplementary explanations, decreasing the
difficulty of the tasks and progressively increasing them as they are completed.
When evaluating, we will try to provide corrective feedback on all the aspects previously
discussed: methodology, resources, adjustment of objectives and content, activities... in addition
to assessing their attitude and interest in learning, and the involvement of the family in the
teaching/learning process.
3.5. Functions as a Hearing and Language Specialist
Since Special Education is no longer understood as the education of a “type of person” and is
now considered as the set of aids necessary to satisfy the special needs of certain students, the
identification of SEN constitutes the first step to establish the aids that children may need during
their schooling. In this process, the speech therapist plays an important role, especially when it
comes to specifying special educational needs during the acquisition and/or development of
language, and in everything related to communication disorders.

• The functions as an AyL teacher are:

– Participate in the prevention, detection, evaluation and monitoring of problems related to
communication and language.
– Collaborate in the development of curricular adaptations for students with special educational
needs in the area of their competence
– Intervene directly with students who have language and communication disorders.

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– Inform and guide the parents/guardians of the students with whom they work, in order to
achieve greater collaboration and involvement.
– Coordinate with all professionals involved in the student’s evaluation.

The AL teacher's intervention can take place in the regular classroom, if the student has
socialization problems, or in the AL classroom, where he/she will be attended to individually or in
a small group (maximum 3), since that is where the teaching materials and resources are. Once I
have achieved the objectives proposed for each student, I will be able to register him/her, in
accordance with the order and after informing the parents.
• It is necessary to highlight the coordination channels:
– With the teacher/tutor: talk about the methodology to follow and the resources, in addition to
carrying out a joint program that allows for a globalizing intervention.
– With the educational psychologist and the head of studies: to monitor cases.
– With social services: to deal with cases of school absenteeism.

– With the PT teacher: to check all the curricular aspects worked on.
– With the family: to evaluate the student’s progress in the family and social environment.
– With possible external doctors such as speech therapists or ENT specialists.
We can use a teaching coordination table to see and record the days and times when I am
going to coordinate with the rest of the professionals:
The tutor makes the request for speech therapy
Yo
that the head of studies receives
Yo
and sends it to the center's psychopedagogist, who carries out the
psychopedagogical evaluation with the collaboration of the AL specialist teacher, specifying the
speech therapy needs, if any.
The SPE, based on the resources of the center and the needs of the student, assesses and
decides which center can best meet their educational needs.
Opening hours
Based on what has been approved, the type of care is specified:
– Direct attention: which will be systematic, individual or in a group.
– Punctual attention: the attention that will be given to those students who, due to lack of time or
resources, cannot be attended to directly. (They will be attended to periodically by the AL
teacher and will receive indirect attention).
– Indirect attention: the AL teacher provides guidance to the tutor and/or families, which will be
reviewed jointly on a regular basis.

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 Preferential attention will be given to students with language disorders that seriously affect
their cognitive development and their ability to access the curriculum, as well as those with a
serious impairment in verbal expression that seriously impedes their speech.
The weekly intervention will be carried out in the following order:
– Students with aphasia, dysphasia and severe and profound hearing impairment.
(5 sessions)
– Students with mild hearing loss or RSL.
(3 sessions)
– Students with dysarthria, dysglossia, dysfluency and dysphonia.
(2 sessions)
– Students with dyslalia, language delays, autism…
(1 session)

4. Concretization of the performance as a teacher of

Hearing and language in the support plan
4.1. Characteristics of the student with whom I am going to intervene
Name: S. Pathology: Mental and auditory deficit
Age: 10 years ACNE
Course: 4th EP
The student I am going to focus on to carry out the intervention programs is S., a 10-year-old
student who has been enrolled in this regular school since she was 3. He is in 4th grade of Primary
Education, receiving attention from the Therapeutic Pedagogy teacher, since he has serious
problems adapting to the curriculum that corresponds to his chronological age; and from the
Hearing and Language teacher since Preschool 3 years old.
She is a girl who suffers from Mild Mental Deficit (MI). 53), caused by chromosomal
alterations, which also caused damage to the inner ear causing a Medium Hearing Deficit (loss of
40 decibels). He has been wearing hearing aids for six months.
Last year, while working with S., a possible hearing loss was observed since he had an
excessively high voice tone and required constant repetition of things. An audiometry was
performed, which determined the loss and an in-ear hearing aid was implanted in each ear. The
girl was unable to get used to wearing them, she used to constantly take them off at school when
no one was looking, and at home, as she argued that they bothered her and her parents were too
permissive with her.
The ENT doctor commented that it was a congenital loss and that he found it strange that it
had not been detected before. If this were the case, your communication and language problems

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would probably be much milder, and your adaptation to the hearing aid would be improved.
4.2. Assessment and identification of your special educational needs
For intervention with "S.". It is necessary to carry out an assessment and identification of their
special educational needs:
In the AL teacher's evaluation, these points appear:
1. Learning history: set of interactions that have taken place between the student and the different
contexts in which he or she is developing (family, school, community, etc.).
2. Student competence level: this is essential to know in order to plan our intervention; assess
what the student knows and what he/she is capable of doing. The level of competence is
determined by the PT and the AL based on the Curricular Competence Level provided by the
SPE.
3. Learning style: the evaluation of this aspect would be included within the study of curricular
competence. It involves assessing the way in which the girl learns, her sensory input, attention
and motivation towards the task, the way she approaches them, the way she receives,
elaborates and responds, the type of errors she makes, the material she chooses, the social
skills she uses... It seems that this style is a consequence of the teacher's teaching style.
4. Language assessment:
5. We will first evaluate verbal expression:
– Previous skills: breathing, exploration of the buccophonatory organs through buccofacial
praxias, auditory discrimination, spatial and temporal notions, total and segmental
relaxation, attention.
– Phonological aspect: articulation, phonological awareness, word repetition, voice and
phonation, rhythm and prosody, intelligibility, tone of voice, breathing and prosody.
– Grammatical aspect: through questions, descriptions and names. We will use dialogues to
assess sentence structure, agreement, and verb structure. We will value your reading and
writing skills and spontaneous language, being able to use symbolic play.
6. We cannot forget Verbal Comprehension:
– Semantic aspect: we will observe the child's vocabulary level
– Analytical-synthetic aspect: we will observe whether the child understands simple and
complex orders.
– Thinking aspect: we will evaluate it through questions about objects, situations...
For the evaluation, a series of tests can be used such as: ITPA, TSA, PEABODY, TALE, PLON…

• In our speech therapy evaluation we will also have to take into account other aspects:
– Possible associated disorders (affective, psychomotor, cognitive, etc.).
– Student reports (psychopedagogical, neurological, otorhinolaryngological, etc.).
– Family and teacher-tutor information.

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Conclusions drawn from the assessment:
“S.” comes from a family with a middle socioeconomic level, as they own a bar in the town
near their house. She is well known in the neighborhood and has a good relationship with her
clients, knowing their lives from beginning to end. She has an older sister who also works at the
bar, is married and is expecting a child soon, something that obsesses “S.” quite a bit, commenting
on things about the pregnancy all the time, as she says she wants to hold the child in her arms and
take care of him. For her, all women in her environment who are old enough should be pregnant,
so she asks everyone if they are.
Her parents' educational level is not very good. They are reluctant to accept the girl's
disability and treat her as if she were a baby, not stopping to slap her in public for doing
something wrong. They have a gruff tone of voice and a stubbornness in doing things their
way, aspects that the girl has inherited.
Her father is not very involved in his daughter's upbringing, to the point of not attending
scheduled meetings and handing the phone to her mother when you call home to talk about
something about the girl.
They are too overprotective, they don't let her go out, stay home alone, or go shopping...
things she does without problems at school but which are limited at home, not allowing her
to develop her own autonomy.
They have a contradictory attitude, since they say one thing and act in the opposite way,
especially in the case of the use of hearing aids. They claim to force her to put them on in
the afternoons after school and every weekend, but it is not true since the girl says that they
let her rest from them when there is no school.
She is integrated into the center but does not interact much with the people in her class
group; she spends her breaks alone on a bench or with the teachers. Her classmates often
make fun of her and make comments about her gadgets. His attitude does not encourage
social relations.
Since she was little, she has undergone a large number of motor and cognitive tests, she has
seen doctors and has participated in extracurricular activities, but always encouraged by the
school staff, without family initiative.
The educational psychologist is aware of all these aspects, which he discusses during
meetings and tries to improve.
In the audiometry performed by the ENT, these graphs can be observed, from the left and
right ear:

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As we see in the graphs, “S.” has hearing loss or perceptual deafness, also known as
neurosensory. The cause of this deafness lies in the inner ear or auditory nerve, or part of
the brain corresponding to the auditory zone "S." often uses the following phrase to explain
them: "I can hear, but I don't understand what they say.
You have trouble perceiving ambient noise and distant voices. He hears low sounds
relatively well, but has a loss in high sounds that affects him at a conversational level. It can
be observed that he has a greater loss in the left ear, but it must be taken into account that
with the use of hearing aids about 30 dB of hearing is recovered, which gives him more
clear hearing.

functional.

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4.3. Language assessment
Regarding the assessment of language we can say that:
• Prelinguistic aspects:
– "S." has nasal and thoracic breathing, and an irregular breathing rhythm that causes him to run
out of breath at many points during his speech.
– By performing buccofacial praxis I have observed the incorrect position of the oral cavity and
the teeth. His lips lack tone, as does his face and tongue, and he suffers from dystonia in
general. He does not have much control over the movement of the organs involved in speech
because he does not seem to have exercised them much. The occlusion is not good, nor is the
shape of the palate, which is excessively small.
– "S." is usually aware of space-time notions, although not always. If you don't pay attention, you
tend to make mistakes. One of the most prominent problems is the inability to learn the time
on a clock.
– He usually pays attention to the interlocutor most of the time, maintaining eye contact, although
only if the things he says interest him, leaving the rest aside. She is constantly distracted from
doing activities if you are not on top of her asking her to do them.
– "S." rarely uses facial expressions, she is not very expressive. Uses designation gestures
sporadically. Despite this, she is receptive to the adult's facial and gestural expressions, as well
as their intonation.
• Phonetic-phonological aspects:
– Articulates most phonemes well separately, but shows problems when they are integrated into
the word, especially with /s/, /r/ and /d/, as well as in inverse syllables and symphonies.
– He tends to replace, distort and omit many phonemes, making his language difficult to
understand.
– He cannot discriminate between the presence and absence of sound, nor locate it in space due to
his hearing problems. You have to repeat sounds several times, and say things in a very loud
tone. Shows difficulties in following the trajectory of a sound and in repeating structures of
two or more elements.
• Morphosyntactical aspects
– Read aloud a written text with an irregular rhythm, inappropriate intonation and pronunciation
errors.
– Participates in the conversations that take place in the classroom, with difficulty maintaining
a specific topic.
– Captures the overall meaning of short oral texts, in a controlled situation.
– Memorizes short texts and recites them after several work sessions with some mistakes.
– "S." is able to repeat isolated phonemes and syllables, as well as words and short phrases,

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 although he tends to alter the order when there are many elements since he seems to have little
interest and memory.
– Uses, when reminded, capital letters at the beginning of sentences, for proper names and after
full stops, and question and exclamation marks.
– Classify nouns by gender and number.
– Establishes the agreement of gender and number (noun-adjective).
– Recognizes words that correspond to the same semantic field.
– Occasionally, he/she uses the verb tenses correctly.
– Create short texts with simple sentences.
– Uses spontaneous speech imitating adult language.
• Lexical-semantic aspects:
– Their vocabulary at an expressive level is much smaller than at a comprehensive level.
– Expands vocabulary related to the topics discussed, although it does not always maintain them.
– If the oral explanation is accompanied by visual reinforcement, understanding increases
considerably.
• Pragmatic aspects:
– "S." understands simple orders, although he needs to wait a few minutes to carry them out. I
don't know if it's due to a lack of understanding or rebellion, because he wants to do things
when he wants and not when he's told.
– He speaks at a very fast pace and in a high-pitched tone.
– Expresses his/her opinion on a topic or text presented, without much coherence.
– His expression is sometimes aggressive, mocking and/or grotesque, influenced by the family
environment.
4.4. Identification of educational needs
Among their SEN we can highlight:
– Changes in all areas of language: form, content and use.
– Attention and memory difficulties.
– Problems with self-esteem and social adaptation.
– Verbally aggressive reactions, with a lack of education and “tact.”
– Stereotypes when starting a sentence “mmmmmnnsmmajjm let’s go to the playground” and
overuse of taglines such as “what”, “yes”, “I’m going”...
– Lack of vocabulary on topics that are not usually discussed, especially at an expressive level.
– Difficulties in interpreting the sound world around him.
– Lack of motivation and curiosity to know the why of things.
– Motor immaturity: clumsy movements, laterality problems, difficulty in performing
simultaneous movements and balance...

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– Nasal voice, with little intonation and at a very high pitch when not wearing hearing aids.
– Serious problems with hearing aid adaptation.
Today, many deaf people advocate sign language (SSL) and the culture of the deaf community
over oralism, eliminating hearing aids and adapting daily routines with lighting devices and
special electronic communication devices. For my part, I admire this way of thinking and facing
the world, defending one's ideals and rights. But after meeting several children with hearing loss,
especially "S.", I lean towards oral communication rather than gestural communication, since
with it he could only communicate with people who knew the code, thus limiting his interactions.
He is capable of communicating orally, so this ability must be encouraged.
4.5. Educational response
Since the student has a moderate hearing impairment, I should work with her for 3 weekly
sessions, but due to the existence of a mental disability and all the problems associated with it, it is
decided to work with her for 5 weekly sessions.
a) Coordination with different professionals and institutions external to the center.
For proper functioning and coordinated work:
– All members of the support team will meet once a week. This session is scheduled to take place
on Mondays from 11:30 a.m. to 12:30 p.m. in the support classroom. The educational
psychologist and the head of studies will also attend this meeting; this way we can share
opinions, proposals and events that have occurred with the aim of improving our teaching
activities.
– There is a weekly coordination hour with your tutor and the PT on Mondays from 12:30 to
13:30 in the morning, to prepare specific material and schedule our performances.
– Talking on the phone with the ENT doctor who is treating "S.", to compare information, since
the family is not very clear about the explanations he gives them and they are not able to
transmit them; in addition to helping me direct my actions.
– Apart from the stipulated schedule, any free time, space between classes or playground
It will help me meet with the teachers and clarify any possible doubts.
b) Coordination with the family.
I will reserve one hour a week to coordinate with families, discuss possible problems or
guidelines to follow with their children. I will have this time slot on Wednesdays from 1:30 to
2:30 p.m., the time when it is easiest for families to leave work.
Specifically with "S.", at this time his mother already has the food prepared in the bar so he
can go out. I will hold meetings once a month or every month and a half, since there are many
aspects to discuss. If possible, I will involve the father as well.

STUDENT SCHEDULE

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 TIME / DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Knowledge of the Knowledge of the

9:00 Language Math Math
environment environment

Logo
10:00 Psychomotricity Support Logo Plastic

11:00 Yard Yard Yard Yard Yard

12:00 Logo Support Language Tutorial Logo

15:00 Knowledge of the

Physical education Language Language Physical education
16:00 environment

16:00 Support
Tutorial Mate Psychomotricity Music
17:00

"S." follows a combined integration program, attends regular classes according to his age, but
receives sessions with the PT and me for a period of time each day. In most classes (language,
environmental knowledge, mathematics and music), "S." receives support from the PT, who enters
the classroom with her or takes her to the support classroom. In the rest (Physical Education, Art
and Tutoring), she is regularly integrated into the classroom with all her classmates. He has
specific hours in which he leaves the classroom to go to psychomotor skills (2 hours per week)
and speech therapy.

5. Intervention programs
5.1. Timing
1. Breathing.

2. Mobility of the buccophonatory organs.

3. Auditory discrimination.
4. Articulation and phonation.
5. Relaxation.
6. Knowledge and care of your prosthesis.
7. Spatial and temporal notions.
8. Rhythm and prosody.
9. Phonological awareness.
10. Lexical-semantic development.
11. Development of oral communication.
12. Development of written communication.

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13. Attention.
14. Development of social skills.
15. Following instructions and imitation.

I will implement these intervention programs horizontally, trying to interrelate them with each
other based on the principle of globalization. The objectives set will depend on the girl's progress
and may be worked on in subsequent courses due to her slow learning rate.
In my speech therapy intervention with "S." I am not going to base myself on the language
area of the Primary curriculum. There is a large gap between his/her Curricular Competence Level
and that of his/her classmates, caused by his/her intellectual and hearing deficits, which is why a
significant curricular adaptation will be necessary. This ACI will be carried out by the PT, with
the help of the tutor and the information that I can provide, and she will be in charge of carrying it
out, since there are few children with special educational needs who attend this center and
therefore support from the PT is possible in as many subjects as possible.
For my part, I will take care of the rehabilitation of his language and hearing ability.
I consider all the aspects mentioned (breathing, articulation, auditory discrimination...) to be
more important than learning the parts of a sentence or the types of texts in the case of this
student, therefore the specific contents of the Spanish language to be covered will be minimal,
always included in the intervention programs that I have proposed to work with her. It is essential
that they develop their communication skills, their attention, their articulation and above all their
auditory discrimination, in order to enter secondary education in just two years, and later into the
world.
labor.

I will work with "S.", 5 sessions a week as I have already said; 4 of them will be in the Hearing
and Language classroom (Monday, Tuesday, Thursday and Friday), and the fifth of them
(Wednesday) as support in language class, but I will not only attend to her but to the whole group,
working on expression and comprehension at all levels. (group session)
In this session I will be able to observe how each of the students evolves, if there is any
linguistic pathology in them that I should work on, and the relationship they establish with "S.".
I will have to work on the content little by little and in parts, setting simple goals to achieve at
first, which I will make more complicated as the girl develops. I can't ask him to pronounce the /r/
if he doesn't control his buccophonatory organs or know how to articulate it correctly.

16. During the first trimester I will work with "S.":

– Breathing.

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– Mobility of the buccophonatory organs.
– Auditory discrimination.
– Articulation and phonation.
– Relaxation.
– Knowledge and care of your prosthesis.

The main objective during this first trimester will be to begin working with all these aspects,
become familiar with them and begin to control them, thus dividing the sessions:
TIME ASPECTS TO WORK ON
5 minutes Breathing.

5 minutes Buccofacial praxias.

9 - 10 minutes Auditory discrimination.

9 - 10 minutes Articulation and phonation.

10 minutes Knowledge and care of your prosthesis.

5 minutes Relaxation.

17. During the second quarter I will work, in addition to what I worked on in the first: –
Spatial and temporal notions.
– Rhythm and prosody.
– Phonological awareness.
– Lexical-semantic development.
– Development of oral communication.
– Development of written communication.

In this second trimester my goal will be to master the aspects worked on in the previous one in
order to introduce the new ones:
TIME ASPECTS TO WORK ON

5 minutes Breathing and praxias (varying every day).

5 minutes Auditory discrimination, articulation and phonation (varying).

15 minutes Phonological awareness, rhythm and prosody.

5 minutes Spatio-temporal notions.

10 minutes Lexical-semantic development.

5 minutes Development of oral and written communication.

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18. During the third quarter I will reinforce all the aspects worked on during the year, and I
will focus on those that have not been sufficiently consolidated.
I will continuously keep in mind the intervention programs for Attention, Development of
social skills, Following instructions and imitation and Knowledge and care of your
prosthesis, which I will not work on directly but rather will introduce them into the different
activities as cross-cutting themes.
In some of these sessions we could dedicate more time to some aspects, varying the minutes
with respect to the rest. For example, we could dedicate the entire Monday session to auditory
discrimination, or the Thursday session to communicative development...
5.2. Presentation of each intervention program
Next, you must introduce an outline or summary with the essentials of each intervention program.

5.3. Methodology and material to be used

When working with "S." I will use an active, open and manipulative methodology, always
creating an atmosphere of friendship.
I will base my exercises on the girl's level of development.

I will try to apply “total communication” with her, which involves using all possible forms of
communication; this modality is within the oralist current although it also uses natural gestures
and sometimes gestures taken from sign language.

• We can use the methodological criteria of constructivism:

– Meaningful learning.
– Globalizing approach.
– Creating an environment of security and trust.
– Importance of the game.
– Need to adapt the learning environment.
– Teamwork by teachers.
– Active learning.
– Collaboration with families.
– Socialization.
– The communicative approach.
– Respect for individual differences.
• Specific methodological criteria:
– I will try to place him in a place where he will not be bothered by direct light or loud noises that
produce vibrations, both in the AyL classroom and in the regular classroom, providing the
tutor with guidelines on attitude towards deaf students.

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– We will speak clearly, correctly, and at a moderate speed, never with our backs turned or in
places where lip reading cannot be used to support hearing.
– The material resources that I will use in the intervention with "S." will be all those that I have in
my Hearing and Language classroom, plus what I make myself as I need them according to the
student's evolution and motivations.
– He really likes music, so I will keep it in mind as a reward for a job well done, at the end of
some sessions or the quarter.
– The computer is one of the most widely used resources in schools today, as it is innovative and
motivating for students who use it, as there are a large number of programs and activities for
them. "S." likes and is encouraged to work by teaching other students what he is doing, so with
him we will be able to work on many aspects with the computer programs we have.
See topic 6 on resources.

5.4. Assessment
The evaluation will be continuous and global. I will keep records of all sessions, to observe the
effectiveness of the process (Formative evaluation), and the achievements obtained (Summative
evaluation). Each quarter I will evaluate the teaching-learning process, the methodology, the
resources... in order to see if they fit the student's pace and abilities.
At the end of each term, and at the end of the course, I will carry out a speech therapy report to
see if the proposed objectives have been achieved or not.
According to the Order on assessment in primary school, parents will be informed regularly
and in writing on a quarterly basis, according to a communication model prepared by the centre
itself and included in the report card.

6. Conclusion
Finally, I would like to highlight the importance of integrating "S." into a mainstream centre,
and in general of all children with special educational needs.
To carry out the integration it is necessary to have:
– Have a PEC that includes integration among its objectives, and that adopts measures to address
diversity
– Have a positive attitude towards integration, having the human, material and organizational
resources necessary to achieve good care
– Break down the architectural barriers of the centres, and overcome the psychological barriers of
society, which are unfortunately the greatest.
The center where "S." has been since she was little satisfactorily meets all her needs, since it
has these aspects. However, a lot of work is needed on the part of the specialists and a lot of effort

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on the part of the girl to achieve the different learning processes.

Literature
COLL, PALACIOS and MARCHESI: Psychological development and education. Ed: Alliance, Madrid. 1999.
GALLARDO RUIZ, JR and GALLEGO ORTEGA, JL: School speech therapy manual. A practical approach. Ed:
Aljibe Málaga, 1993.
RAMÍREZ CAMACHO, R.: Getting to know the deaf child. Ed: CEPE. Madrid, 1990.
BUSTOS, I.: Auditory discrimination and speech therapy. Ed: CEPE. Madrid, 1995.
BAUTISTA, R.: Special Educational Needs. Ed: Cistern. Malaga, 1993.
CASTANEDO, C.: Psychopedagogical bases of E. AND. Assessment and intervention. Ed: CCS. Madrid, 1997.
GARRIDO, J.: Program of activities for the USA. Ed: CEPE, Madrid.
Next you must include the Annexes to the Support Plan Model.

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