Estrategia pedagógica para la atención integral a niños diagnosticados con tartamudez en la enseñanza primaria

Background: results from studies and everyday practice have demonstrated the need for comprehensive actions in the treatment of stuttering in primary education. Objective: to design a pedagogical strategy for comprehensive and interdisciplinary care for children diagnosed with stuttering in primary education. Methods: a qualitative research study was conducted between September 2021 and December 2024 at the "Marta Abreu" Central University from Las Villas in coordination with the Municipal Public Health entity of Santa Clara, Villa Clara. Theoretical methods were used: analytic-synthetic, inductive-deductive, historical-logical, systemic approach, and modeling; and empirical methods: document review, observation, survey, in-depth interview, methodological triangulation, and expert criteria. Mathematical processing was used and data are expressed in figures. Results: deficiencies were found in the understanding of stuttering (dysfluency) and in the procedures or skills for its treatment, the existence of attitudes that do not correspond to the child's needs, and a separation between the work of the speech therapist from the school and the phoniatrician from the healthcare area. These findings motivated the design of a pedagogical strategy for comprehensive care in primary education, which was evaluated using expert criteria. Conclusions: the designed pedagogical strategy offers a new vision by proposing stages and comprehensive actions based on the involvement of the speech therapist and the phoniatrician in primary education. It was accepted for its methodological rigor by the consulted specialists.