Language impairment and psychopedagogical intervention. Challenges in collaborative work among professionals
Abstract
This paper aims to analyse the challenges of inclusive school to deal with language impairment in ducational settings. Organisation in traditional school is reviewed, as well as its answer to special education needs. Clear guidelines of action based on three main pillars are also proposed, that is to say: collaborative education as an organizational model, naturalistic, qualitative and dynamic assessment and curriculum based intervention.
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