The power of play in language development: an educational proposal in a case of Landau–Kleffner syndrome

Landau–Kleffner syndrome (LKS) is a rare epileptic disorder characterized by the loss of receptive and expressive language skills following normotypical development. This study aims to design an educational proposal based on playful strategies to promote language development in a 9-year and 5-month-old child diagnosed with LKS. The research adopts a mixed-methods approach using a single-case study design. For the qualitative assessment of curricular competence in Spanish Language and Literature, an ad hoc checklist was developed based on Spanish primary education legislation. Quantitative assessment of receptive and expressive language was conducted using the standardized Peabody Picture Vocabulary Test III (PPVT-III) and Expressive Vocabulary Test 3 (EVT-3), respectively. Quantitative results revealed expressive and receptive vocabulary skills well below the expected level for his chronological-age peers, representing a curricular delay of one to two academic years. Qualitatively, the student demonstrates clear articulation and functional pragmatic skills; however, he exhibits a limited vocabulary and difficulties understanding complex concepts and advanced grammatical structures. Based on these findings, a 4-week educational proposal consisting of 12 sessions was designed using the methodological principles of playful learning. The plan focuses on expanding vocabulary, reinforcing grammatical structures, and increasing mean length of utterance through a dynamic, flexible sequence. It is concluded that play could serve as a medium to provide an individualized educational response tailored to the student's learning pace and unique needs.