Integrating Speech-Language Therapy and Equine-Assisted Therapy to Enhance Written Laguage in Children with Learning Disabilities

The aim of this study was to develop a speech-language intervention program for children and adolescents with learning difficulties, using equine therapy as a therapeutic resource. The program focused on the development of skills related to executive functions, such as temporal and spatial orientation, as well as the organization of reading and writing processes. Three areas of intervention were addressed: (1) executive functions in relation to phonological processing and its implications for learning, (2) auditory processing, short-term memory, and semantics, and (3) verbal fluency with an emphasis on phonological verbal fluency and concrete objects. The study was conducted in two stages. In the first stage, a literature review was carried out on the areas of intervention, the importance of executive functions in the learning process, and the benefits of equine therapy. In the second stage, the Scrum methodology was used to develop the intervention program, defining roles, organizing sprints, and continuously reviewing the strategies applied to ensure the effectiveness of the final product. The program was structured into therapeutic modules, distributed over seven sessions, containing specific activities for each intervention area. The proposal was validated through critical analysis by specialists in the field, with adjustments made throughout the process to improve the program`s applicability. The results indicate that the integration of speech therapy and equine therapy, focusing on executive functions and cognitive skills, shows significant potential for the development of essential competencies for reading and writing. The combination of therapies can positively contribute to children with learning difficulties, enhancing their academic and cognitive skills.