is the challenge faced by various stakeholders with disabled children. I am talking about more than neurological part but I know it's similar to the physically disabled.
The child learns to speak alone. He learns by imitation, observation of his environment and desire to communicate.
The SLP must teach the child to talk. There are cases of dyspraxia. We must teach children the oral movements, facial. How to place her mouth, the tongue to the sound desired. Teaching for severe cases each sound one by one again and again. We must teach children to organize information dysphasia in her head, to understand concepts that are naturally in children. We must teach him to put his information, the adequate words to form a sentence. We must teach a child like Tommy the very basis of communication, beginning with interest, the usefulness of interraction and language.
The child learns to walk alone. He learns by imitation, desire for autonomy, a desire to go faster! He learns to jump, do somersaults.
Occupational therapists, physiotherapists work to teach these things to children depending on the cause of disability.
The baby learns to manipulate the spoon. The baby learns to
spit out what he dislikes.
The child learns to manipulate the dough. The crush, roll, balls.
The child learns to drink from a straw.
The child learns to blow his nose.
The child learns to attract the attention of the person to whom he meant.
The child learns to point.
The child learns to tell ME, YOU, ME, UT, IL.
The child learns to say it does not, he needs help, he can, he does not know.
The child learns to draw, dress, tie his coat buttons.
When we look the list above are all learning that are generally themselves at an age roughly similar for all children.
Experts have studied all this, because the charters, but usually averages are the kind of learning that we are not even really realize it. Parents do not totally break the head with it, any more than the baby who shows an interest in manipulating the spoon about 12 months.
can curse the experts have assembled all these charters, these means and comparisons of stress among new parents. Yes yes, it is often what happens. Yet even if we hate them, these charters were made to help professionals working with children with various delays. Whether a delay caused by a disability or delay getting back with months or years without leaving a trace in the future.
Have you looked for cons on the question of "how to teach what is taught usually not"?
Imagine the headache.
Teaching a child to point to. We must learn the gesture, how to place your fingers, we must show that it must point directly what he wants to teach him the value of the score.
Teaching a child to drink through a straw. Placing his mouth, how to place his tongue, that the child understands what is expected of him (if we think a child like Tommy).
Teaching a child to blow his nose. How to blow his nose.
I frequent and I see players regularly and I can not help but be fascinated by all the challenges of their work. I am fascinated by the fact of the complexity of the brain, the human body and how well things seem so simple can be so complicated.
Teaching which does not usually taught is far from simple task and is seeing the players working really realizes that.
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