Addressing simple language delay in primary school teacher initial training

Abstract

Introduction: This research analyzes key theoretical contributions regarding the management of simple language delay within the initial training of primary school teachers, emphasizing its role in inclusive education. It addresses the contradiction between the limited theoretical, didactic, and methodological integration of this issue in initial training and the need to ensure graduate quality in line with the requirements of the Professional Model for the Primary Education Degree Program. Materials and Methods: A qualitative review study was conducted, grounded in the dialectical-materialist paradigm and based on a critical analysis of scientific literature. The search was carried out between January and March 2026 across Scopus, Web of Science, SciELO, ERIC, Dialnet, and Google Scholar databases, using Spanish and English descriptors and Boolean operators. From an initial pool of 82 documents, the final sample consisted of 35 documents. Results: A historical analysis of curricula (from Plan A to Plan E) identified five stages demonstrating a gradual evolution toward educational inclusion: starting with a fragmented curriculum lacking preparation for diversity (Plan A), progressing through the inclusion of basic concepts of defectology (Plan B), the "Fundamentals of Pedagogical Activity" discipline (Plan C), and the "Elements of Special Pedagogy" course (Plan D), to the "education in and for diversity" approach of Plan E. However, shortcomings persist regarding specific methodological strategies for addressing simple language delay in the regular classroom. Discussion: A contradiction is evident between current education system demands focused on inclusion and the limited attention given to simple language delay within curricula. Conclusions: Theoretical and training deficiencies persist in the initial preparation of teachers to address simple language delay; while the historical analysis reveals progressive strides toward inclusion, training has focused on general aspects of language development without delving into concrete methodological strategies.