Functional Method in Addressing Language Disorders in School Contexts

Abstract

Introduction. This study analyzes the implementation of the functional method as a pedagogical strategy in special language schools, evaluating its effectiveness in developing 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, overcoming the limitations of traditional methods and promoting enriching social interactions. 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 participated, organized into ten pedagogical pairs (teachers and speech therapists) selected for their expertise. Data were collected through semi-structured interviews and focus groups, and analyzed using hermeneutic techniques to interpret discourses and pedagogical practices. Results. Significant improvements were observed in students' linguistic skills, particularly through symbolic play and the active involvement of families and peers. However, barriers such as limited teacher training and institutional rigidity were identified as challenges to sustainability. Conclusions and implications. The functional method emerges as an effective alternative to traditional pedagogical approaches by strengthening both language development and social interaction in students. It is recommended to implement teacher training programs and promote interdisciplinary collaboration to ensure sustained application in specialized educational settings.