EN NUESTRO PAÍS, EL ACCESO INCLUSIVO A LA EDUCACIÓN SUPERIOR SE RIGE POR LEYES Y DECRETOS QUE REGULAN LOS PROCEDIMIENTOS, PERO NO ENTREGAN LINEAMIENTOS ESPECÍFICOS DE CÓMO LLEVARLOS A CABO. ESTE ESTUDIO, POR TANTO, BUSCA DEVELAR LAS PRINCIPALES ACCIONES PARA EL INGRESO Y MANTENIMIENTO DE ESTUDIANTES CON DISCAPACIDAD A LA EDUCACIÓN SUPERIOR. PARA ESTO SE OPTÓ POR UNA INVESTIGACIÓN CUALITATIVA, A PARTIR DE UN MUESTREO INTENCIONADO Y ENTREVISTAS SEMIESTRUCTURADAS EN LAS QUE PARTICIPARON OCHO INSTITUCIONES NACIONALES DE ENSEÑANZA SUPERIOR. PARA EL ANÁLISIS DE INFORMACIÓN SE UTILIZÓ LA TÉCNICA DE TEORIZACIÓN ANCLADA. LOS RESULTADOS FUERON ORGANIZADOS EN TRES NIVELES DE ANÁLISIS: EL PRIMERO, PARA DESCRIBIR PROCESOS DE ADMISIÓN, PROGRAMAS DE APOYO A LA INCLUSIÓN Y ACCESIBILIDAD; EL SEGUNDO, PARA ANALIZAR LA EFICIENCIA DE LOS PROGRAMAS DE INCLUSIÓN, Y EL TERCERO PARA REALIZAR UN ANÁLISIS GLOBAL, CATEGORIZANDO BARRERAS Y FACILITADORES PARA LA INCLUSIÓN. LOS RESULTADOS PERMITEN CONCLUIR QUE, NO OBSTANTE LOS AVANCES EN LA MATERIA, AÚN SE REQUIERE QUE LAS INSTITUCIONES DE EDUCACIÓN SUPERIOR PROMUEVAN POLÍTICAS INSTITUCIONALES QUE PERMITAN A LA COMUNIDAD EDUCATIVA CAMBIAR EL PARADIGMA INCLUSIVO E INSTITUCIONALIZAR LOS APOYOS, CONSIDERANDO QUE NO EXISTE UNA FÓRMULA ÚNICA, YA QUE LOS APOYOS DEPENDERÁN DE LA CULTURA DE CADA INSTITUCIÓN.

EL TRABAJO COLABORATIVO SE CONOCE COMO UN PROCESO INTERACTIVO DONDE LOS DIVERSOS PROFESIONALES DEFINEN, DISCUTEN Y OFRECEN SOLUCIONES A PROBLEMAS DE MANERA COMPARTIDA. DENTRO DEL TRABAJO COLABORATIVO, EXISTE LA MODALIDAD DE CO-ENSEÑANZA, LA QUE PUEDE DEFINIRSE COMO EL PROCESO EN EL QUE DOS O MÁS PERSONAS COMPARTEN LA RESPONSABILIDAD DE ENSEÑANZA DE UN GRUPO O DE TODO EL ESTUDIANTADO DE UNA CLASE. ESTA MODALIDAD ES CONSIDERADA UNA DE LAS FORMAS DE TRABAJO CON MEJORES RESULTADOS. ELLO, DEBIDO A QUE PERMITE AL EQUIPO INTERDISCIPLINARIO TOMAR DECISIONES CON EL OBJETO DE CONSEGUIR EL ÉXITO DEL ALUMNADO EN EL AULA. EL PROFESIONAL DE LA FONOAUDIOLOGÍA ES PARTE DE LOS EQUIPOS DE AULA. SIN EMBARGO, EN CHILE NO SE DETALLAN SUS FUNCIONES, SU PARTICIPACIÓN DENTRO DE ESTOS EQUIPOS, NI EL ENFOQUE DE TRABAJO EN EL CUAL SE INSERTAN. ES POR ESTO, QUE EL OBJETIVO DEL PRESENTE ESTUDIO ES DESCRIBIR LA PARTICIPACIÓN Y ACCIONES FONOAUDIOLÓGICAS ACTUALES EN EL TRABAJO COLABORATIVO Y LA CO-ENSEÑANZA EN EL AULA COMÚN. PARA ESTO SE OPTÓ POR UN DISEÑO TIPO CUANTITATIVO DESCRIPTIVO, QUE PERMITIÓ ESTUDIAR UNA MUESTRA DE 135 PARTICIPANTES QUE CUMPLIERON LOS CRITERIOS DE ELEGIBILIDAD. SE UTILIZÓ UN CUESTIONARIO DE GOOGLE PARA LA RECOPILACIÓN DE INFORMACIÓN. LOS RESULTADOS DESTACAN UNA ALTA PARTICIPACIÓN DEL FONOAUDIÓLOGO/EN LABORES DE TRABAJO COLABORATIVO. SIN EMBARGO, SOLO LA MITAD DE LA MUESTRA SEÑALÓ REALIZAR LABORES DE CO-ENSEÑANZA. SE SUGIERE CONTINUAR INVESTIGANDO LAS ACCIONES FONOAUDIOLÓGICAS CON EL FIN DE SISTEMATIZAR EL QUEHACER DISCIPLINAR EN EDUCACIÓN.

BACKGROUND: DURING THE FOURTH AGE (80+ YEARS), COGNITIVE DIFFICULTIES INCREASE. ALTHOUGH LANGUAGE SEEMS TO RESIST THE ADVANCEMENT OF AGE, AN OLDER PERSON WITHOUT PATHOLOGICAL DEVELOPMENTS IN COGNITION MAY EXHIBIT DEFICITS IN LEXICAL ACCESS. THIS STUDY EXAMINES THE RESTRICTIONS ON LEXICAL ACCESS IN PEOPLE AGED 80 AND OLDER IN WORD RECOGNITION AND RETRIEVAL MODALITIES THROUGH FOUR LEXICAL TASKS. METHOD: THE EFFECT OF AGING ON RESPONSE TIME AND ACCURACY WAS MEASURED USING RECOGNITION (LEXICAL DECISION/NAMING/PRIMING) AND RETRIEVAL (PICTURE NAMING) TASKS. A FOURTH AGE GROUP (>80) AND TWO THIRD AGE GROUPS (60?69/70?79) WERE COMPARED ACCORDING TO LEXICAL ACCESS MODALITY AND TYPE OF TASK EMPLOYED THROUGH LINEAR REGRESSION MODELS. RESULTS: PEOPLE AGED 80 AND OLDER EXHIBIT A STRONG LEXICAL ACCESS CONSTRAINT, AS THEY ARE SLOWER AND LESS ACCURATE IN RECOGNIZING AND RETRIEVING WORDS THAN BOTH THIRD AGE GROUPS. THESE RESTRICTIONS ARE MORE PROFOUND FOR THE WORD RETRIEVAL MODALITY, ESPECIALLY IN THE PICTURE NAMING TASK. CONCLUSION: IMPAIRED FLUID INTELLIGENCE AND INTERNODE TRANSMISSION DEFICITS DURING ADVANCED AGING COULD FURTHER REDUCE THE ABILITY TO RECOGNIZE AND/OR RETRIEVE WORDS, HAVING AN IMPACT ON ACCESS SPEED AND ACCURACY. FURTHERMORE, THE IDEA THAT CRYSTALLIZED INTELLIGENCE COULD STRENGTHEN THE ACCURACY OF LEXICAL ACCESS DURING AGING IS SUPPORTED, SPECIFICALLY IN WORD RECOGNITION MODALITY.

AS A CONSEQUENCE OF THE COVID-19 PANDEMIC, MEASURES SUCH AS THE SUSPENSION OF CLASSES IN SCHOOLS HAVE BEEN IMPLEMENTED. THE NEED TO ADAPT ARISES WITH THIS GLOBAL EMERGENCY AND THE AVAILABILITY OF TECHNOLOGICAL TOOLS HAS ALLOWED FOR THE ACTIVATION PROGRAMS AIMED AT PROVIDING THERAPEUTIC CARE OPTIONS IN THE SCHOOL CONTEXT, BEING TELETHERAPY ONE OF THEM. THIS STUDY SEEKS TO DESCRIBE THE USE OF SPEECH-LANGUAGE PATHOLOGY TELETHERAPY IN REGULAR EDUCATION DURING THE PANDEMIC. FOR THIS PURPOSE, A QUANTITATIVE DESCRIPTIVE-EXPLORATORY OBSERVATIONAL DESIGN WAS CHOSEN. A SAMPLE OF 190 PARTICIPANTS FROM DIFFERENT REGIONS OF THE COUNTRY, WHO MET THE ELIGIBILITY CRITERIA, WAS STUDIED, USING A GOOGLE QUESTIONNAIRE TO COLLECT INFORMATION. THE INFORMATION OBTAINED INDICATES THAT TELETHERAPY WAS MOST FREQUENTLY PERFORMED THROUGH SYNCHRONOUS AND ASYNCHRONOUS SESSIONS, INDIVIDUALLY, ONCE A WEEK FOR 30 MINUTES. LIKEWISE, DIF?CULTIES RELATED TO THE INTERNET SIGNAL AND THE SUPPLY OF MATERIAL BY THE EMPLOYER WERE THE MAIN BARRIERS. THE RESULTS SUGGEST THAT TELETHERAPY CAN BE A TOOL TO PROVIDE CONTINUITY TO THE SCHOOL SPEECH THERAPY INTERVENTION, TAKING INTO ACCOUNT THAT COVID-19 WILL RADICALLY MODIFY THE SERVICE DELIVERY IN THE MEDIUM TERM.

ALTHOUGH THERE IS EVIDENCE THAT RECOGNIZING PSEUDOWORDS IS MORE DIFFICULT THAN RECOGNIZING WORDS DURING CHILDHOOD, ADULTHOOD, AND EARLY OLD AGE (60?75 YEARS), IT IS NOT YET CLEAR WHAT HAPPENS DURING ADVANCED AGING OR THE FOURTH AGE, A STAGE WHEN THE DECLINE OF FLUID INTELLIGENCE STRONGLY AFFECTS PROCESSING SPEED, BUT A GOOD PERFORMANCE OF CRYSTALLIZED INTELLIGENCE IS DESCRIBED THROUGH AN INCREASE IN VOCABULARY AND KNOWLEDGE. THE OBJECTIVE OF THIS STUDY WAS TO DETERMINE THE LEXICALITY EFFECT IN ADVANCED AGING, SPECIFICALLY EXPLORING HOW THE ABILITY TO RECOGNIZE WORDS AND PSEUDOWORDS (ORTHO-PHONOLOGICALLY PLAUSIBLE FOR SPANISH) IS AFFECTED DURING THE THIRD AND FOURTH-AGES. THE LEXICALITY EFFECT WAS MEASURED USING NAMING AND LEXICAL DECISION TASKS. RESPONSE TIME AND ACCURACY WERE COMPARED BETWEEN A FOURTH-AGE GROUP (80+ YEARS) AND TWO THIRD-AGE GROUPS (60?69 AND 70?79 YEARS) THROUGH LINEAR REGRESSION MODELS. THE RESULTS SHOWED THAT, IN GENERAL, THE FOURTH-AGE GROUP HAD LONGER RESPONSE TIMES AND REDUCED ACCURACY WHEN RECOGNIZING WORDS AND PSEUDOWORDS. MOREOVER, THEY SHOWED A SIGNIFICANT LEXICALITY EFFECT (WHICH INCREASES FROM THE THIRD- AGE ONWARDS), REFLECTED IN HIGHER COSTS DURING PSEUDOWORD RECOGNITION, ESPECIALLY WHEN THE TASK REQUIRED MORE COGNITIVE EFFORT (LEXICAL DECISION TASK). THESE RESULTS WERE CONSISTENT WITH THE IMPACT OF THE DETERIORATION OF FLUID INTELLIGENCE ON THE SPEED OF LEXICAL RECOGNITION AND WITH THE BETTER PERFORMANCE THAT CRYSTALLIZED INTELLIGENCE CAN GENERATE ON ACCURACY, ESPECIALLY IN THE EARLY STAGES OF OLD AGE. ADDITIONALLY, THIS STUDY SUPPORTS THE FACT THAT PSEUDOWORD RECOGNITION RESISTS COGNITIVE DECLINE, AS ACCENTUATED DETERIORATION IS VISUALIZED ONLY AFTER 80 YEARS.