Language development: inclusive practices in the interface between education and logopedia with Cuban children

Abstract

This article presents the theoretical-methodological foundations of L. S. Vygotsky’s (1896-1934) theory on language development and the possibilities of intervention in the context of Special Education in an inclusive perspective. Theoretical and practical aspects of Special Education in Cuba were recovered to point out possible mediations in the language development of children with disabilities. Done through a bibliographic study and analysis of the practices of Logopedia professionals, based on this theory, have proved to be very positive for the learning and development of students in specialized educational services in Cuba. The foundations of the Historical-Cultural Theory supporting the Cuban educational work enabled the achievement of expressive results with pedagogical intervention with a perspective of cultural compensation. The investment in teacher training, in families and professionals involved in diagnosis and care, just as the cultural mediations carried out by them, allowed the realization of an educational project that tackles educational exclusion, demonstrating a substantial pedagogical work for human development of disabled people