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 DEFINITION
The dislalias are the most frequent speech disorders. It is possible to define like a disorder in the joint of the phonemes that is explained by functional difficulties of the peripheral organs of the speech (lips, language, etc.) it is a question of a difficulty to pronounce or to construct phonemes.
CLASSIFICATION OF THE DISLALIAS
As for his classification, we can quote three types of dislalia:
- Evolutionary Dislalia: It happens in early ages (between the 3 and 5 years) and it is own of the development (it is normal that it arises. All the children happen for her).
- Dislalia audiógena: It happens in cases of auditory shortcomings.
- Functional Dislalia: It is the dislalia in strict sense. Cake of the alteration in the joint of true phonemes as a result of the bad coordination of the muscles fonatorios that are necessary to articulate them. No physical alteration exists not organic, but a functional incapability. The most frequent functional dislalias as for phonemes that they affect are the sigmatismo (defect of the phoneme "s"); lambdacismo (defect in the phoneme "l"); rotacismo (defect in the phoneme "r" y "rr"); gammacismo (defect in the phonemes "g", "k" and "j"); deltacismo (defect in the phonemes "d" y "t") and betacismo (defect in the phonemes "b" and "p")
FACTORS ETIOLÓGICOS
As for the factors etiológicos, there are the following ones: Uncoordination motorboat and lacking in motive control in the organs articulatorios; problems of auditory discrimination, environmental factors (deficient education, deficient social circumstances, incorrect models of imitation, etc.), and bilingualism (although it is not completely clear).
On the part of the most frequent alterations, there are the replacement, the distortion, the omission, the investment and the insertion. In the replacement other pronounces phoneme; in the distortion it is pronounced the one that is but of distorted, a little different form to as it is in fact; in the omission the phoneme problematic simply is not pronounced; in the investment there is invested the order of the phonemes of a syllable (for example, instead of plastic plastic); and in the insertion a phoneme is inserted new (for example, instead of tractor, taractor)
EDUCATIONAL NEEDS
As for the special educational needs in children with dislalias, there are the following ones: to improve the respiratory dynamics and of blow; to exercise and to dominate the mobility of the peripheral organs of the speech (lips, language, veil of the palate, etc.); to exercise and to dominate the auditory discrimination; to acquire phonological conscience and to learn to articulate correctly the phonemes that it replaces, omits, invests or distorts.
On the part of the educational answer, the targets that would face it depend on the educational answer and on the phonetic and phonological difficulties. In the phonetic ones the target is to obtain a correct joint and in the phonological ones it is to achieve the phonological conscience and to obtain the correct joint, and in the phonological ones it is to achieve the phonological conscience and to obtain a correct joint.
METHODOLOGY
As for the methodological process, it is the following one: Direct intervention with activities articulatorias and the indirect intervention, establishing first the functional bases and then the activities articulatorias.
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DEFINITION 
