Introduction:

the characterization of early language development is essential to respond to the process of evaluation and intervention in children with intellectual disability. The county of Pinegrove of the River occupies the fourth national place of cases of intellectual discapacidad.

Objective:

to analyze the relevance of the characterization of language development in children with intellectual disability and the contribution of the basic notions of Mathematics.

Methods:

a pedagogical study where theoretical, empirical and statistical methods were applied to compile, interpret and process the information related to the subject. Scientific observation was used during the application of logopedic exploration to 35 children with intellectual disability from 2014 to 2017.

Results:

the approach to perform the characterization of language development was created, along with the analysis of the need to work with the basic notions of Mathematics from the management of a set of scientific observations during the application of logopedic exploration. It results in a resource to support the early diagnosis and its quality with a multidisciplinary and intersectorial nature, involving the health and the educational areas.

Conclusions:

the logopedic exploration allows the characterization of language development of children with intellectual disability; it is a requirement to achieve the improvement in the processes of characterization and intervention in order to develop the communication. The implication of the basic notions of Mathematics demands the renovation of the educational process with a multidisciplinary and intersectorial approach that projects the actions to support the development of social inclusion.

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