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Abstract

The specialization in A. L. (Hearing and Language), more known as therapy of the language, it has accomplished a process of imbrication gradual in the ordinary educational system as a consequence more than phenomenon "lntegration".  In reality this specific training was limited to the net of Specific Centers of Special Education, where their professional work to the children and adolescent with special educational needs in the so vast field that constitutes the pathology of the communication. In this sense, the Special Education has been constituted in a discipline whose character multidisciplinary permits to approach simultaneously a great number of dimensions. Their great expansion has resulted inevitably in the area of the therapy of the language, to put under way numerous intervention projects that develop proposals in the prevention plan, as well as in the intervention plan, stimulation and rehabilitation of the component linguistic.

This event has evidenced the need of widening all sort of material and formal resources, but especially human. To increase the number of specialists that try the language problems, voice and speech constitutes a “conditio sine qua non” for power to fulfil the requirements promulgated by the LOGSE: normalización, sectorización and integration. For so much, this work approaches the design of a university initial practical training, that is to say, a fundamentación epistemológica of the proposal of Prácticum contained in the three study years conduscentes to the Titulación of Teacher specialist in Hearing and Language, in so much in how much is not permitted in a way to surpass the seabass diplomatura as itinerary of the educational work and by to obtain an effective licentiate.