The itinerant teachers and the development of oral language in students with intellectual disability. (Review)

Abstract

The present article establishes the relation that exists between the work of itinerant teachers and the development of oral language in children with intellectual disability.  It demonstrates how the actions of these professionals answer to the challenges that impose the diversity in the diagnosis of the students that receive the modality of attention of itinerant teachers. The objective of the article is to socialize all the experiences lived in the investigation process, and methods that were applied to compile, interpret and process the information related to the subject. This is a very complex process which required a model and a strategy of preparation for the itinerant teachers. The results show that the strategy contributes to the professional training of itinerant teachers for the stimulation of the oral language in children with intellectual disability.