SPEECH THERAPY ACTIVITY IN APRAXIA OF SPEECH IN CHILDREN WITH DOWN SYNDROME

Abstract

Speech-language pathology practice in apraxia of speech in children with Down Syndrome is a relevant field of study because it involves specific challenges in the development of communication, oral language and social and school participation. This work is limited to the analysis of the clinical and educational interfaces of speech-language pathology intervention aimed at children with Down Syndrome who have characteristics compatible with apraxia of speech, considering the impacts of this condition on the therapeutic process and on the learning context. The objective of this study is to analyze the speech-language pathology performance in apraxia of speech in children with Down Syndrome, identifying the main diagnostic and interventional challenges, discussing therapeutic strategies described in the literature and examining their repercussions on communicative and educational development. Methodologically, it is bibliographic research, with a qualitative approach, applied nature, exploratory-descriptive objective and procedure based on the analysis of recent scientific productions on the subject, carrying out the survey, selection and critical interpretation of studies related to apraxia of speech, Down Syndrome and speech-language pathology intervention. The results indicate that speech-language pathology is essential to favor speech intelligibility, expand communicative possibilities and support school inclusion, although challenges persist regarding early identification, differential assessment and systematization of evidence-based practices. It is concluded that the speech-language pathology intervention, when articulated with the clinical and educational needs of the child, contributes significantly to the overall development and to a more effective participation in different social contexts.