Implementation of the Functional Method for Addressing Language Disorders: Contributions and Tensions from an Inclusive Perspective
DOI:
https://doi.org/10.15359/ree.30-2.21288Keywords:
active learning, inclusive education, Language disorders, learning method, quality education, SDG 4, special educationAbstract
Introduction. This study analyzes the implementation of the functional method as a pedagogical strategy in special language schools and examines its effectiveness in the development of linguistic skills in children with language disorders. The approach is based on the use of language in meaningful and natural contexts adapted to individual needs. In doing so, it overcomes the limitations of traditional methods and promotes enriching social interactions. At the same time, it remains in tension with current challenges of inclusive education. Objective. To determine how the functional method contributes to the linguistic and social development of students with language disorders, considering the factors that influence its sustained implementation in specialized contexts. Methodology. A qualitative research design with a phenomenological approach was applied through multiple case studies in six special education schools. Twenty professionals, selected based on their experience, participated in the study. They were organized into ten dyads, each consisting of a teacher and a speech-language pathologist. Data were collected through semistructured interviews and focus groups and analyzed using hermeneutic techniques to interpret participants’ discourses and pedagogical practices. Results. Significant improvements were observed in students’ linguistic skills. The role of symbolic play and the active involvement of families and peers were also highlighted. At the same time, Barriers such as limited teacher training and institutional rigidity were also identified; these barriers hinder the sustainability of the method. Conclusions and implications. The functional method emerges as an effective alternative to traditional approaches by strengthening students’ language development and social interaction. The study recommends implementing teacher training programs and promoting interdisciplinary collaboration to ensure its sustained application in specialized educational settings.
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