The Impact Generated from Speech Language Pathology Approach of a Writting Center Impacto de Centro de Escritura con Enfoque Fonoaudiológico in an Inclusive University

Abstract

Abstract

Looking for the impact of educational speech language pathology in the university, a research was carried out to collect the users’ perception about their experiences in the writing center at a South western Colombian university. The center has a service model with phonoaudiological perspective. During the research, five focus groups were formed, allowing the description of significant aspects of the center between 2010 and 2015. This, as a part of a systematization of experiences.

Qualitative descriptive research, which defines the focus groups as the research technique. The DOFA tool was used around seven routing instructions. The work was developed in five phases: design, field work, reflection, discussion of information and the final report. The materials used were: recording of speeches, booklets to write non-verbal perceptions, and the implementation of four grids to process the information (literal categorization, macro-categories and impact of the perceptions)

As a result of the data triangulation, eight categories emerged, that allowed us to understand the perception of the actors who were part of the research. The categories show elements that contribute to the strengthening of the phonoaudiological care model of the center which generates services in an inclusive university. It recognizes diversity and develops proposals which are consistent with the served population. The article socializes the impact of a service space that addresses the communicative competences of Reading, writing and academic speech, showing the importance of this discipline as a quality support in higher education institutions.

Keywords: university, inclusive, writing center, communicative competences,  Speech Language Pathologist, diversity.