Speech-language pathology intervention in congenital visual impairment: an experience report

Abstract

This article presents a detailed experience report on a year-long speech-language pathology intervention with Teodoro, a congenitally blind child. The main objective of the study was to describe and analyze the characteristics of language development observed during this period, highlighting the progress and challenges faced throughout the process. The intervention was individually planned, taking into account the child's specific needs, strengths, and family context. During the follow-up, adapted resources and strategies were used, such as sensory stimulation, tactile and auditory exploration activities, as well as guidance for caregivers, aiming to promote interaction and integrated language development. The results obtained demonstrate that, despite the structural limitations of oral language, Teodoro's communication showed significant advances in symbolic organization. This progress was particularly evident during mediated symbolic play situations, in which functional and intentional language use was observed. A progressive increase in communicative initiative, understanding of conversational turns, and the coordinated use of verbal and nonverbal resources to achieve communicative objectives was also observed, validating the relevance of speech-language pathology in promoting language acquisition and development. This demonstrates that, even in atypical contexts, specialized intervention can promote significant progress. Furthermore, the study reinforces the importance of continuous and multidisciplinary intervention that considers the particularities of each case, promoting a more effective and humanized intervention. The results also suggest that sensory strategies and the use of tactile and auditory resources can be highly effective in the linguistic development of children with congenital visual impairment, contributing to expanding communication and autonomy.