Vowels in Speech therapy
Thursday, August 26, 2010
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For the children who are learning to speak, it is difficult for them to pronounce the vowels and consonants combination in initial stages. It is advisable to start with lax or open vowel sounds than the stressed vowels. Lax vowels mean which are open and have short sound like /a/ than /o/.
Posted byNeeti at 11:05 PM 0 comments
Labels: autism, early intervention, information sharing, knowledge sharing, parenting tips, sensory integration, speech therapy, tips
Babbling...
Thursday, August 19, 2010
Children with apraxia or children with Autism, mostly have low oral tone and poor oral coordination. It is hard for these children to plan, coordinate and execute oral movements, resulting in poor verbal skills. Imitation and verbalization both are difficult for them.
As normal speech development, a child at the age of 5-6 month starts babbling. Babbling helps the child to practice oro motor function and develop the ability to change what he hears and understands the motor act of verbalization. Babbling helps in syllabic understanding and production hence, it facilitates the normal speech and language production. Babbling at earlier stages has vowel both short and long vowel but, long vowels predominate. After this, babbling changes to reduplicated babbling - sequence of identical, repetitive sequences of CV syllables (e.g /ma/ma/, /da/da/). Later it changes to CV, V, VC, VCV format.
Initial forms of vowels are /a/, /aa/, /oo/ and then /i/, /e/ and then dipthongs (combinations of 2 different vowels like ie/, /io/)
Initial course of speech therapy should follow normal course of development. Babbling should be a part of curriculum and used as methodology during speech therapy. However, teaching to speak is not easy task. The child who does not speak will take longer time to learn to speak than child who can speak few words.
Posted byNeeti at 11:20 PM 1 comments
Labels: ADHD, autism, child disability, early intervention, parenting tips, speech therapy, tips
Easy Flashcards
Friday, August 13, 2010
Recently i started designing flashcards and got an easy idea. Cut the cardboard of the desired size and put stickers. These stickers are easily available in markets and durable. They are mess free than the cut and paste books. They are attracting because of their colors.
Posted byNeeti at 6:32 PM 0 comments
Labels: autism, early intervention, education, flashcards, parenting tips, speech therapy, tips
Friendship for children with Autism
Thursday, August 5, 2010
Most of the parents of the children with Autism desperately search for friends for their children. They feel that the things would have been better if their children could have friends. But, there are no shortcuts or different methods of having and keeping friends. What matter are the social skills or socialization.
- Instrumental skills
- Relationship skills
Posted byNeeti at 10:44 PM 1 comments
Labels: autism, child disability, early intervention, knowledge sharing, parenting tips, play, relationship
Speech sound production
Thursday, July 29, 2010
http://www.talkingchild.com/speechchart.aspx
Posted byNeeti at 10:53 PM 0 comments
Labels: child disability, children, early intervention, information sharing, knowledge sharing, parenting tips, speech therapy, tips
Early Intervention
Sunday, July 25, 2010
Early intervention is a program to identify & evaluate as early as possible those infants and toddlers (0-3years) whose healthy development are compromised and provide for appropriate intervention to improve child and family development.
Who is eligible for Early Intervention?
- If the child is not reaching age-appropriate milestones in one or more areas of development.
- Is diagnosed with a physical, emotional or cognitive condition that may result in a development delay.
- Is at risk for development delay due to various biological and/or environmental factors
Why intervene Early?
There are three primary reasons for intervening early with an exceptional child.
- To enhance the child’s development.
- To provide support and assistance to the family
- To maximize the child’s and family’s benefit to society.
Principles of Early Intervention
The primary goal of Early Intervention is to support families in promoting the child’s optimal development & to facilitate the child’s participation in family & community activities.
The focus of Early Intervention is to encourage the active participation of families in the therapeutic process by imbedding intervention strategies into family routines. It is the parents who provide the real early intervention by creatively adopting their child care methods to facilitate the development of the child, while balancing the needs of the rest of the facility.
Early intervention requires a collaborative relationship between families and providers with equal participation by all those involved in the process. An ongoing parent professional dialogue is needed to develop, implement, monitor and modify therapeutic activities.
Intervention must be linked to specific goals that are family-centered, functional & measurable. Intervention strategies should focus on facilitating social interaction, exploration & autonomy.
Family centered:
- Support parents in meeting their responsibilities to nurture
- enhance the children’s development.
- Intervention should be integrated into a comprehensive plan that encourages trandisciplinary activities & avoids unnecessary duplication of services. The plan should be built around family routines, with written home-activity programs to encourage family participation in therapeutic activities on daily basis.
- Intervention should be monitored periodically, to assure that the strategies implemented are successful in achieving outcomes.
- Children and their families in the early intervention system deserve to have services of the highest quality possible. High standards will be set for the training & credentiality of administrative & intervention staff training, supervision & technology will be focused to achieve excellence.
Posted byNeeti at 9:23 PM 0 comments
Labels: child disability, children, disability, early intervention, education, family support, parenting tips, Therapy
Taare Zameen Par...
Tuesday, July 20, 2010
Most of us here must have seen Taare Zameen Par, a story of a dyslexic child and an art teacher. If the art teacher role played by Aamir Khan, would have not realised the problem of dyslexia in his student, the child would have never done something special and hence, accepted by the society. The teacher has recognised the child so well and soon not because, he was teacher, but because he himself claims that he was dyslexic too. That’s all about a movie which always has to have a happy ending and that’s why called as a beginning. But like this special need child, there are thousands of children who are having some or other (personal/family) issues that continuously bother them. However, we can understand the problem better if we have been anytime in our life, have came across with it.
The regular school teachers should know or understand a little about the early sign or so called ‘Red Flag Sign’ of conditions like Autism, Dyslexia and other learning disabilities and Mental Retardation especially the borderline cases or mild to moderate cases. It is not to blame teachers, but I think it is the system that has always trained them for the regular students only.
In our country given the paucity of trained resources in the rehabilitation field, it is impractical to think replicating developed world model of health care. So, we need to develop resources locally, which can be available by training and developing skills to enhance care level. Empowering teachers, educate them with the basic child development and psychology can help in identifying the problem areas earliest. Any ignorance or lack of knowledge can aggravate the problem. In
Conditions like ASD (Autism spectrum Disorder), learning Disability, ADHD (Attention Deficit hyperactivity Disorder), mild/ moderate Mental Retardation; Family issues etc generally don’t attract attention early as the child grows physically normally. However, to handle the special need children the school may need the special staff if the child gets into inclusive education. Besides, family the teachers are the care takers and are considered to be the builder of a person. So, if the teachers are aware and educated about the above problems, they can help them by referring earliest. Hence, the child can get the benefits of Early Intervention. However most of teachers might feel uncomfortable to handle special needs children as they require more attention and effort.
Teachers can play an important role because:
Ø The parents think always optimistically and not ready to accept the problem or can easily be misguided by the surroundings. So, teachers should always be alert to notice the signs and then refer to further assessment and evaluation.
Ø Now days most parents are working so, they have little time to spare with their children. Maximum time of the children goes in their Pre schools with primary teachers. So, teachers need to be more prompt to realise the problems.
Ø Since, every parent wants their child to get proper education so they send them to the best schools as per their affordability. So, if teachers are aware that something is different with the child, they can inform parents and ask them to take professionals help.
The child development is flexible and its potential may vary with the environment. Every child is different and hence, special. The distribution curve shows that most children resemble with the average in many traits, but there are few children who deviate from the generally accepted norms in any one of many ways. These deviations may give rise to multifactorial problems of adjustment at home, school and social setting and thus, leads to addition of problems in deviation. Deviation can be in terms of physical, social, emotional and mental characteristics.
According to PWD ACT 1995, the differently abled children are to be integrated in regular school. Integration in regular school promotes personal, emotional and physical adjustment to establish healthy interpersonal relationship.
As very well said for teachers, "I touch the future. I teach." (Christa McAuliffe)
Teachers are one who polishes the child to diamond; otherwise no body can recognise the capacity of child. If the teachers are cooperative and encouraging, the slow learners and mild to moderate MR can learn in control and stimulated environment. However, the teachers have to bear the extra load of arranging the different curriculum and have to be creative. For these special need children, the teacher has to play a role of designer, instructor, motivator and trainer.
Posted byNeeti at 10:52 PM 4 comments
Labels: advocacy, autism, awareness, child education, early intervention, Experiences, guidance, inclusion, information sharing, Learning disability, tips
