Intervention in the Phonological Awareness at Subjects with Specific Language Impairment, in Inclusive Contexts: Possibilities and Limitations

Abstract

Introduction: This article evaluates the impact of an intervention, in inclusive contexts, on the phonological awareness of individuals with Specific Language Impairment (SLI). Methods: The research has been carried out on three subjects who attend three different preschool class groups. Our intervention programme, which was set up by speech therapists and preschool teachers together, had 48 sessions and worked on syllabic and phonemic awareness. Results: Results showed some improvement on syllabic awareness, however none on phonemic awareness. Discussion and Conclusions: Our conclusions indicate that teaching within a classroom context may have a positive effect on syllabic awareness, but some clinical intervention is needed to improve phonemic awareness