A broader social approach to aphasia through language theory: prioritizing subjectivity to the detriment of the individual as an abstract construction
Background: Aphasia is an intellectual disability that provokes language impairment. Among its various nuances, we chose dysgraphia, which affects writing skills. As language is not separate from the body our interdisciplinary approach brings a perspective that transforms research into effective social work, developing methods to interfere in the language process, helping the aphasic individual to build the meaning of what he intends to express. The standardization aspect of the language controls the lexation through a process in which words combine into constituents in a hierarchical manner referred to grammar mechanism to form a more complex linguistic unit.
Methods: We intend to deal with the neuro-linguistic phenomenon that reflects on the language functioning as a dynamic power giving neuroplasticity to the brain. The fourth-generation methodological approach is used to develop methods and practices to improve the quality of life of the subject instead of just finding a deficiency and its causes.
Results: In this way, we deepen the study of dysgraphia to interfere with the cognition process of aphasic individuals. The brain uses experience and learning to reshape its circuits in long-term empowerment. Based on this we studied the aphasic individual's mental processes in a longitudinal follow-up by means of a challenge-type training directed at certain tasks in order to improve specific performances.
Conclusion: Cognitive development was achieved through training-induced learning, giving a quality of life to him. This reflects the need to provide training to health and education workers in order to enable them to interfere in the rehabilitation of the subject with dysgraphia.
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