Inclusive attention to language delays in the regular context

Abstract

The attention to students with language delay in conditions of educational inclusion in the regular context assumes a quantitative and qualitative pedagogical approach with the procedures that contribute to solving this problem of communication. This work is the result of a research focused on the need to propose intentional actions towards preventive, corrective, compensatory work with the participation of the speech therapist and the agents who intervene in an educational context. This article proposes a methodological strategy with actions aimed at preparing primary teachers for inclusive attention to language delay.