Preparación a las familias de niños diagnosticados con disartria Training the families with children diagnosed with DysarthriaLuis Matos-Azahares; Cruz Aleida Sosa-LópezRecibido: 4 de junio de 2015Aceptado: 4 de noviembre de 2015Universidad de Guantánamo. CubaCorreo(s) electrónico(s):luismatos@cug.co.cualeidas@cug.co.cu ResumenLa presente investigación refleja un sistema de actividades para preparar a la familia que tiene hijos con diagnóstico de disartria y asisten al programa Educa a tu hijo, que permite desarrollar y estimular el aprendizaje, la personalidad, el vocabulario, el aspecto gramatical del niño, y la inserción dela familia con la escuela y la sociedad.Palabras clave: Actividades educativas; Diagnóstico de Disartria; Familia; PersonalidadAbstractThis paper introduces an investigation and a system of activities to train the families with children diagnosed with dysarthria that attend the program Educa a Tu Hijo; it allows the development and stimulus to learning, developing a personality, vocabulary, and grammar, and the insertion of the family in the school and the society.Keywords: Educational activities; Dysarthria Diagnosis; Family; PersonalityIntroducciónEl lenguaje nace y se desarrolla como una necesidad social y su incremento depende en gran medida de la capacidad que el individuo posee para analizar, sintetizar, extraer y generalizar en el proceso de su interrelación activa con los objetos y fenómenos que lo rodean, cada palabra constituye una generalización, un acto verbal del pensamiento. Los trastornos del habla se destacan por su relativa frecuencia en la edad escolar, se presentan dificultades en la articulación de varios fonemas del idioma por causas orgánicas y/o funcionales. Por eso, a partir de los cuatro años si persisten las dificultades es necesario realizar un tratamiento directo a la articulación. Desde la edad temprana se debe estimular el desarrollo del lenguaje en diferentes situaciones comunicativas con los niños/as a partir de un modelo lingüístico adecuado para prevenir las alteraciones en la comunicación oral. Debe ser preocupación de la familia conocer acerca de la comunicación como proceso interactivo psicológico y social, y el lenguaje como la capacidad superior del hombre para generalizar y expresar la realidad objetiva a través de signos convencionales, así como la atención y estimulación del lenguaje para evitar la aparición de los trastornos de la comunicación desde las edades más tempranas como pudiera ser el de la disartria. El autor en su práctica pre profesional se ha percatado de que existen insuficiencias tales como: la familia no está lo suficientemente preparada para asumir un rol protagónico en la compensación de la disartria, insuficiente labor de preparación por parte de los docentes a las familias con niños con disartria para su atención y tratamiento. Atendiendo a ello es objetivo de este trabajo proponer actividades educativas que contribuyan a la preparación de la familia de niños con diagnóstico de disartria que asisten al programa Educa a tu Hijo.DesarrolloUna de las grandes preocupaciones que ha caracterizado el desarrollo de la educación en Cuba está relacionada con la preparación que han de asumir los diversos factores que desde el punto de vista educativo accionan sobre los niños y/o niñas que son portadores de necesidades educativas especiales, en cualquiera de los subsistemas en los que son atendidos y el tipo de institución en que estudian.Lograr un personal altamente calificado no sólo es propio de aquellos que laboran en las diferentes instituciones escolares, sino que incluye de manera especial a la familia como eslabón inicial en el proceso de atención que se desarrolla con los niños.La familia juega un papel protagonista en el desarrollo de la personalidad del niño, garantiza su supervivencia y él dentro de ella los aprendizajes básicos necesarios dentro de la sociedad, esta va moldeando las características sicológicas del individuo durante el tiempo que permanece durante su custodia.La escuela debe preparar a los padres para su auto desarrollo, de forma tal que se auto eduquen y se autorregulen en el desempeño de su función formativa con sus hijos. La orientación familiar como un proceso de influencias educativas que presupone un sistema de ayuda dirigido al mejoramiento humano de los miembros de la familia a partir de acciones socio- psico- pedagógicas intencionalmente planificadas en función de la elevación del nivel de preparación de la familia para asumir (desde una posición participativa y protagónica) las funciones que la sociedad le ha encomendado para la formación de sus descendientes.En la Constitución de la República de Cuba se establecen con claridad las responsabilidades de la familia y el estado en la educación, lo que ha sido resultado tanto de los cambios económicos – sociales ocurridos en el país, como de una comprensión cabal del papel de cada una de las instituciones sociales en el proceso de educación.Así se establece que la familia es la célula básica de la sociedad, y se la atribuye responsabilidades y funciones esenciales en la educación y formación de nuevas generaciones.Para la sociedad en general resulta imprescindible que los padres y familiares reconozcan el rol tan importante que desempeñan en la educación de los niños. Existe la idea por parte de algunos padres que su papel de educadores se limita a enviar a sus hijos a la escuela, y de que en esta se ha de verificar el milagro de que el niño desprenda todos los malos hábitos engendrados en él por el descuido de los que le rodean y aprenda todo lo que luego de serle útil en la vida.Semejante idea debe ser combatida mediante la persuasión y la orientación del maestro sobre la familia, que logre atraerla y vertebrarla con el proyecto educativo de la escuela.En la Constitución de la República de Cuba en el artículo 35 se plantea: “El estado protege la familia, la maternidad y el matrimonio".Para la apropiada fundamentación de esta propuesta es necesario precisar:¿Qué es una actividad y por qué educativa?Es una faceta de la psicología. Mediatiza la vinculación del sujeto con el mundo real. La actividad es generadora del reflejo psíquico el cual, a su vez, mediatiza a la propia actividad.Para dar solución a las problemáticas antes mencionadas fue necesaria la elaboración de actividades educativas de preparación a las familias de niños y niñas con diagnóstico de disartria de la escuela especial 16 de Abril.La atención compensatoria de las necesidades educativas especiales del habla, fundamentalmente dirigido y científicamente organizado, constituye una fuente inagotable de posibilidades que evitan la presencia de dificultades en el ritmo y la fluidez.Elementos que justifican la propuesta de actividadesSe examinan los procesos pedagógicos y psicológicos, donde el lenguaje y el pensamiento forman una unidad que sirve de base a la compensación del habla.Se considera al niño como centro del proceso, como ser social protagonista y producto de varias interacciones que se dan en la vida.Se valora el habla como un proceso que promueve el desarrollo de la personalidad.A partir de la concepción sistemática del desarrollo, de la unidad de lo afectivo y lo cognitivo, y del lenguaje como instrumento de la actividad psíquica, se proyectan las actividades para compensar la disartria. Se potencia primeramente, un conjunto de funciones: relajación, respiración, ritmo, percepción, atención, básicos para el desarrollo del sistema funcional verbal y de la personalidad del escolar.Se ejercita el habla, el pensamiento y el control emocional al sorprender y hacer consciente al escolar de sus vivencias del método de facilitación descrita.Estructura del defecto. Considera que la base de estas necesidades educativas especiales se encuentran en estrecha relación con la estructura del defecto y de manera muy íntima con los llamados secundarios, que son quienes, en última instancia, permiten definir el tipo de necesidad educativa especial del escolar, en correspondencia con ella, organizar su atención pedagógica, apoyada en la concepción del trabajo compensatorio. Este postulado orienta hacia la definición de aquellos defectos cuyas consecuencias o manifestaciones directas se pueden corregir, superar o eliminar, como resultado de la interacción del escolar y su entorno, a la vez que alerta otro grupo de defectos a consecuencia de estos a los que hará que aplicar una estrategia de trabajo que compense, equilibre o de algún modo equipare un desarrollo alterado. El nivel de exposición de los conocimientos debe partir de lo conocido a lo desconocido, de lo concreto a lo abstracto, para facilitarle al escolar la adquisición de los mismos, evitar las frustraciones y a su vez, propiciar su desarrollo. Por otra parte, el principio de la relación de lo instructivo, educativo y desarrollador requiere de la sistematización del proceso de enseñanza, el cual se debe organizar de manera tal, que el material que se imparte tenga su base en el que ya se domina, y a su vez, sirva de base al que se impartirá, además, los aspectos a desarrollar deben relacionarse entre sí, siempre que su contenido lo permita. El carácter personológico y único para cada sujeto rige la estrategia para niños y niñas con disartria, combinando las características de los niños con el trabajo en el salón.Requisitos de las actividadesLas actividades elaboradas tienen un objetivo común: explicar cómo preparar a las familias.Los materiales son de fácil utilización, de modo que se dinamiza el tiempo en su preparación para su ejecución.Estructura de las actividades.En la propuesta, las actividades están estructuradas según los siguientes elementos:TemaObjetivoMedios Implementación pedagógica EvaluaciónSe sugiere que las actividades seanMotivantes.Que originen en el familiar la necesidad de hablar y participar activamente. La forma más conveniente de organización debe ser la grupal o colectiva; esto no excluye la variante individual en determinados sujetos.Admiten cambios necesarios y justificados teniendo en cuenta las particularidades de cada niñoPropuesta de actividadesActividad (1). TallerTema. Conociendo a mi hijo. Objetivo. Explicar las características generales de la disartria a través de un taller.Medios: tarjetas, videos, láminas.Métodos: explicativo -demostrativo. Implementación:Al iniciar se organizará el aula en forma de círculo para crear un ambiente de cercanía y confianza. Luego se comunicará a los familiares cuál es el objetivo de la actividad, se iniciará comentando a partir de los conocimientos que poseen estos acerca de este trastorno. Se les explicará que con esta actividad se elevará el conocimiento que deben tener acerca de los tipos, formas de manifestación, actitudes, actividades, conductas que deben asumir para compensar la disartria desde el hogar. En las diferentes actividades se tendrá en cuentaDefinición de disartria.Factores que la origina.Cómo actuar con estos niños en el hogar.Actividades a realizar con vista a compensar la disartria en el hogar. Argumentación:El logopeda iniciará sugiriendo a los padres que le imiten algunas de las maneras en que se manifiestan sus hijos en la casa o fuera de esta.Una vez cumplida esta actividad se resumirá por el logopeda que todas esas formas de manifestación corresponden a un daño orgánico del lenguaje de carácter neurológico, debido a lesiones en regiones centrales y en las vías conductoras del sistema motor verbal. Se presenta una insuficiencia en la inervación de los órganos que intervienen en la emisión del habla, como consecuencia se producen trastornos en la pronunciación, acompañados de alteraciones respiratorias, el ritmo, la velocidad, la entonación, la voz y el aspecto léxico-gramatical de la lengua. Afecta la respiración.El logopeda preguntará a los padres: ¿saben ustedes qué ha provocado que sus hijos hablen así?Los padres responderán, desde su punto de vista, qué ha provocado las causas de la disartria en sus hijos. El logopeda resumirá que según diversos investigadores las causas más frecuentes de la disartria son: las lesiones estáticas y progresivas del sistema nervioso central, enfermedades degenerativas, traumatismos craneoencefálicos, accidentes vasculares cerebrales, tumores, parálisis cerebral infantil, traumas craneales, infecciones.El logopeda preguntará: ¿qué debemos hacer como familiares ante un niño con síntomas de disartria? Los padres argumentarán, desde sus conocimientos, qué se puede hacer para evitarla, corregirla o compensarla. El logopeda explicará que ante esta alteración, las personas que rodean al escolar, fundamentalmente del medio familiar, deben mantener actitudes positivas, un medio sano, agradable, que estimule en el niño seguridad, confianza buen estado de ánimo y, sobre todo, no regañar, no burlarse, no indicarle las deficiencias orales que presenta, felicitarlo y, brindarle todo el afecto posible. Mantener conversaciones agradables siempre que sea posible que trasmitan confianza y seguridad.Por otra parte, se sugerirá llevarlo de paseo, jugar con él haciendo ejercicios sencillos para estimular el desarrollo de su motricidad articulatoria, contarle cuentos sencillos para la ampliación de su vocabulario, ayudarlo a nombrar las partes de su cuerpo.Evaluación. Se evaluará en dependencia de la calidad de las ideas y participación que tengan los padres en los debates, calidad de las intervenciones.Actividad (2). Desfile de payasosTema. Soy un gran artista.Objetivo. Explicar a los padres cómo trabajar con el componente fónico a través de un desfile donde se estimulen el desarrollo del lenguaje. Medios: disfraz de payaso, vocales y consonantes recortadas en cartones o cartulinas de diferentes colores. Métodos: explicativo demostrativo. Implementación:El logopeda explica a los padres que se deben disfrazar de payasos y en caso de no tener disfraz solo pintarse la cara con colores que llamen la atención del niño. Luego relaja al niño y le presenta las vocales y consonantes recortadas en cartón o cartulina. Masajea suavemente el rostro del niño para estimularlo. Pide al niño que pronuncie las vocales y consonantes que previamente se han elaborado y pronunciado por parte de los padres. El ejercicio se realizará haciendo exageraciones con la boca para lograr que el niño identifique y pronuncie correctamente. El logopeda después de haber explicado la actividad, propone al grupo de padres que alguno demuestre la actividad y los demás observen para luego hacerlo en el hogar con los niños.Evaluación. Es según la cantidad y calidad de intervenciones que respondan cada uno de los padres. Actividad (3). Mesa redondaTema. Si narro gano.Objetivo. Explicar a los padres cómo trabajar con el componente gramatical a través de una mesa redonda que estimule el desarrollo del lenguaje.Medios: láminas, tarjetas.Métodos: explicativo demostrativo. Implementación:El logopeda realizará la actividad en forma de mesa redonda, con una introducción por el moderador con el tema y el objetivo de la mesa.Antes repartirá unas tarjetas con un número y diferentes preguntas.Sobre una mesa estarán todas las láminas con un número que responde a la tarjeta que previamente se entregó. El logopeda explicará en qué consiste la actividad. Cada miembro dirá el número que tiene y buscará la lámina correspondiente. Cuando todos los padres tengan las láminas el logopeda explica que estas láminas servirán para desde el hogar trabajar en la ampliación del vocabulario, la pronunciación, la respiración y la voz. La lámina se le debe mostrar al niño e invitarlo a que hable sobre ella. Los padres deben tener conocimiento de las preguntas que deben hacerle al niño. Ejemplo: ¿qué es?, ¿cómo es?, ¿te gusta?, ¿por qué? Los padres deben motivarlo y ser lo más creativos posible para que el niño hable.Evaluación. Cada padre evaluará la actuación del compañero y el valor que tiene la actividad para estimular el desarrollo de su hijo con disartria.El resumen de la mesa lo realizarán los padres en cuanto a valor de lo aprendido y la importancia de las actividades.Actividad (4). Paseo imaginarioTema. Los nombres.Objetivo. Demostrar a los padres cómo trabajar el componente léxico, la memoria, el pensamiento, la imaginación y estimular el vocabulario a través de un paseo imaginario.Medios: voz de los padres.Métodos: explicativo demostrativo. Implementación Psicopedagógica:El logopeda explicará a los padres la importancia del aspecto léxico, la ampliación del vocabulario y su estimulación constante para favorecer la fluidez verbal. Luego el logopeda expone la actividad. Se realizará el juego ´´los nombres´´, a través de un paseo imaginario por el mundo de los animales. El padre le dice al niño que están en el mundo de los animales y que estos olvidaron sus nombres. Él debe ayudarlos a recordar. El padre inicia diciendo el nombre de un animal, luego el niño le dice al padre el nombre de otro animal y así sucesivamente, sin cansar al niño. El niño desarrolla la memoria y el pensamiento, además amplía su vocabulario. Después de haber explicado la actividad el logopeda evalúa la actividad con el desempeño de cada padre cuando realiza la actividad delante de los demás.Evaluación. Se evaluará según la calidad con que los padres realicen la actividad.Actividad (5). Terapia manualTema. Mis amigas las manos.Objetivo. Explicar la estimulación del desarrollo de la habilidad manual a través de actividades con las manos.Medios: las manos, la voz del padre.Métodos: explicativo- demostrativo. Implementación:El logopeda explicará a los familiares cómo estimular el desarrollo de las habilidades manuales mediante actividades. Se explica la actividad, la cual consiste en colocar las manos a la altura del pecho y realizar diferentes movimientos con una mano y luego con la otra. Ejemplo:(mover los dedos, abrir y cerrar la mano, levantar el pulgar, tocarse la nariz, llevarse la otra mano a diferentes partes del cuerpo,). Luego con las dos manos realizar otras actividades. Ejemplo: realizar el vuelo de la mariposa, el de la paloma, entrelazarse los dedos de las manos y llevarlos al frente lo más lejos posible.Después de demostrada la actividad los padres deberán realizar la actividad.Evaluación. Se evaluará según la calidad con que los padres realicen la actividad y por las iniciativas que expresen.Actividad (6). JuegoTema. El espejo.Objetivo. Ejecutar movimientos frente al espejo para estimular el desarrollo de la coordinación facial y general.Medios: voz del padre. Métodos: explicativo demostrativo. Implementación:El logopeda explica en qué consiste la actividad y empieza a ejecutarla. La misma consiste en imaginar que el niño es el reflejo en el espejo del padre, así todo lo que el padre haga el niño lo deberá ejecutar. Se realizará práctica de movimientos bilaterales (apretar los párpados, levantar las cejas, enseñar los dientes y otros). Práctica de movimientos unilaterales (cerrar un ojo, silbar, inclinar una mejilla). Ejecución de diferentes movimientos (más rápido o más despacio). Antebrazos flexionados verticalmente, manos a la altura del mentón, movimiento de rotación de la muñeca y otros.Evaluación. Se evaluará en dependencia de la organización con que el padre haga la actividad, la disciplina y calidad requerida.Actividad (7). JuegoTema. El saco maravilloso.Objetivo: Explicar cómo trabajar con las figuras geométricas a través del juego para estimular el desarrollo de la articulación. Medios: saco de papel u otro material.Métodos: explicativo demostrativo. Implementación:Se explica a los padres en qué consiste la actividad. El logopeda demostrará cómo se realiza. Luego los padres lo ejecutarán. Dentro de un saco se colocan cuatro juegos de figuras geométricas de diferentes colores y se orienta al niño meter la mano en el saco, tocar las figuras, sacarlas e ir juntando todas las que tengan la misma forma. Luego el niño debe decir qué figura es. También puede con el dedo bordear toda la figura y sentir su textura.Evaluación. En el mismo se evaluará según la calidad de la actividad realizada.Actividad (8).Bailo terapiaTema. Subiendo y bajando. Moviendo, moviendo.Objetivo. Demostrar cómo se puede estimular el desarrollo de la articulación de las rodillas y los pies con ayuda de la música.Medios: música, cama, colchón o colcha.Métodos: explicativo -demostrativo. Implementación:Se les explica a los padres que en esta actividad deben aprender a estimular la articulación en las partes del cuerpo de sus hijos para que puedan trabajar de esta forma en casa. Se comienza colocando al niño o a la niña de pie frente al padre. Se le da un calentamiento previo para relajar sus músculos y luego, con la ayuda del padre, se indica al niño que baje y suba flexionando sus rodillas. Luego, en el piso, se coloca un colchón o colchoneta, o puede realizarse en la cama, se le pide que mueva hacia los lados sus pies, luego que los mueva en forma de círculo, hacia arriba y hacia abajo y de otras formas posibles de acuerdo con las posibilidades reales del niño o niña.Después de expuesta y demostrada la actividad por el logopeda, se invita a los padres a explicar lo que han entendido sobre la actividad a realizar.Evaluación. Se evaluará según la calidad de las respuestas ofrecidas por los participantes.Actividad (9). CaminataTema. Si camino, venzo.Objetivo. Demostrar a los familiares cómo a través de una pequeña caminata, el habla resulta mejor. Medios: plantilla de papel de 30cm de ancho y 200cm de largo.Métodos: explicativo demostrativo. Implementación:Se realizará una conversación previa con los familiares sobre la importancia que reviste en estos niños el trabajo de estimulación del habla para que fluya mejor su desarrollo.Esto se puede realizar a través del juego. Si camino venzo.Se informará en qué consiste la actividad y cómo realizarla. Se presentará una plantilla de papel sobre la cual el niño debe caminar en línea recta. El padre lo demostrará primero y luego el niño o niña la realizará. Según camine, debe hablar sobre lo que más le gusta. El padre lo apoyará y estará atento a lo que el niño o niña dice; así podrá conocer cuáles son los deseos de su hijo. Evaluación. Se evaluará siguiendo un orden lógico con respecto a lo orientado.Actividad (10). Juego fantásticoTema: De mayor a menor.Objetivo. Explicar a los familiares cómo a través del juego se pueden relajar los músculos del niño y niña, enseñar los tamaños de diferentes objetos. Medios: muñecos, pelotas, carritos, tacitas, cubos de plástico, etc. Métodos: explicativo- demostrativo. Implementación:Se explica el objetivo de la actividad que es relajar todos los músculos que intervienen en el habla para evitar los espasmos fono respiratorio y lograr en el niño que conozca el tamaño de diferentes objetos comunes para él. Se invita a los padres a meditar y hacer uso de la fantasía. Se les mandará a cerrar los ojos para que sientan que están en una playa donde hay una brisa muy suave y agradable, que están flotando y que escuchan una música muy agradable, mientras se concentran en la respiración toman bastante aire por la nariz y lo expulsan por la boca; sienten el sonido de los pájaros que pasan a otro lado, de repente una ola los arrastra hasta la orilla suavemente y poco a poco irán abriendo los ojos. Luego de haber relajado al niño se le indica ordenar de menor a mayor los diferente objetos que tiene a su alrededor. El padre lo realizará primero y luego el niño.Evaluación. Será evaluado según calidad con que los padres hagan la actividad. Actividad (11). Adivinanza olfatoriaTema: ‘Huele y adivina’’Objetivo. Explicar a los familiares cómo realizar la técnica espiratoria mediante una adivinanza para estimular el desarrollo del habla y ampliar la respiración a través del olor que segregan las frutas. Medios: cofre, frutas.Métodos: explicativo- demostrativo. Implementación:Comenzar informando el tema que se va a desarrollar. Luego se explica a los padres en qué consiste el juego. Se harán dos bandos, con el nombre de frutas que seleccionen los padres, se pasará un cofre donde aparecen algunos papeles con el nombre de varias frutas, pero para comprar las que les tocó en el papel deben identificarlas por su olor característico, por lo que se les taparán los ojos con un pañuelo, tendrán que olerlas sin tocarlas para identificar qué fruta es. Primeramente tomar un poco de aire por la nariz y dejarlo escapar por la boca en forma de suspiro, mientras dicen qué fruta es y para qué se utiliza. Tal y como se explica en la actividad que a continuación será realizada por el logopeda y luego por los padres.Evaluación. Los padres serán evaluados según con la disposición, organización, provocación que les den a sus hijos y el interés que muestren por el tema.ConclusionesLa investigación responde a la línea de investigación de la carrera de logopedia “Atención temprana a las necesidades asociadas a discapacidades”. Brinda una vía para preparar a las familias de niños y niñas con diagnóstico de disartria, permite desarrollar y estimular el aprendizaje, la personalidad, el vocabulario, el aspecto gramatical del niño y niña. Además permite una inserción más estrecha dela familia en las actividades que se realizan en la escuela y en la sociedad.Referencias BibliográficasAcosta Rodríguez, V.M. (1997).Manual de logopedia. Un enfoque oral y comunicativo para profesionales que trabajen en ambientes educativos y sanitarios. La Habana: Ciencias Sociales.Álvarez de Zayas, C. M. (1995). Metodología de la investigación Científica. La Habana: Pueblo y Educación. Arias Beatón, G. (1997). La educación familiar de nuestros hijos. La Habana: Pueblo y Educación.Bell Rodríguez, R. (1997). Educación Especial: Razones, visión actual y desafíos. La Habana: Pueblo y Educación.Bonet Cruz, M. (2002). Hacia el perfeccionamiento de la escuela primaria. La Habana: Pueblo y Educación.Bozhovich, l. (1976). 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