Children with multiple disabilities are not uncommon in rehabilitation institutions.This kind of child’s accompanying obstacles are double or multiple, such as hearing impairment accompanied by autism.Their rehabilitation effect and progress are much more difficult than children with simple disabilities, and it is also a very challenging task for frontline rehabilitation teachers and parents.How to do rehabilitation training for children with multiple obstacles?
Nowadays, there are more and more children with disabilities, and there are more and more types of disabilities.Such as deafness, disability, cerebral palsy, mental retardation, mental retardation, autism, autism, depression, hyperactivity, etc.Most disabled children also have double or multiple barriers.They are generally characterized by lack of concentration, lack of eye contact with others, or a very short time of looking at each other.When there is a need, he will look at the other person’s eyes, and immediately after meeting the requirements, he will shift his eyes to his favorite objects, such as rotating fans, clocks, wheels, or flashing lights.However, he turned a deaf ear to other people’s actions or words, and did not respond even if he heard them when talking to him.
When such a child does training, it is much more difficult to train than a child with a single problem.Inattention will affect children’s study and life, and incomplete listening to other people’s instructions and language, resulting in inability to communicate and play with others.How do we solve the problem of children’s attention?How to effectively train children’s problems is worthy of our in-depth study and discussion.
Here are a few small methods to train children’s attention.
1. Pay attention to the other person’s eyes.
First of all, find the item that the child likes that is the reinforcement.Place objects or food in front of the trainer’s eyes, draw the child’s head directly in front of the trainer, and face the child to point out the reinforcement and name it.Observe the changes in your child’s eyes and give praise and rewards as long as he pays attention to your eyes or reinforcements.Repeat many times until you pay attention to your eyes.When the child looks into your eyes, give a smile and praise, or kiss the baby.
2. Follow your eyes.
The trainer and the child sit facing each other.Place reinforcements (such as light-emitting electric toys or children’s favorite items) in different positions around the child to attract his attention and attention.The reinforcement can be moved slowly so that the child can feel and touch it.When the child’s eyes move with the object, praise and rewards should be given in due course.You can give your child his favorite food or touch the child’s head to show his approval.
3. Find hidden items.
The trainer holds the little toy that the child likes and shakes it in front of the child’s eyes to attract the child’s attention.Put the toys in the pre-prepared box and buckle them, ask the child to sit quietly, and issue instructions to ask him to find the hidden toys. Repeat this many times until the child responds correctly.Compliment the child every time he reacts, whether it is correct or not.Give language affirmation if you get it right: “You got it right! Awesome!”
4. Identify the five senses.
Sit facing the child, the trainer asks the child to sit quietly, listen to the nursery rhymes, and make corresponding movements according to the content of the nursery rhymes.like:
Pat with little hands, pat with little hands. (Guide children and trainers to clap their hands together)
Where are the eyes?Come out with your finger. (Point out the eyes of the trainer, then point out the eyes of the child)
Where is the nose?Use your fingers to come out (point out the trainer’s nose and the child’s nose to assist in the movement)
Where is the mouth?Use your fingers to come out (point out the trainer’s mouth and the child’s mouth to assist in the movement)
Where are the ears?Use your fingers to come out (point out the trainer’s ears and the child’s ears to assist in the movement)
When the child can react on his own, no action assistance will be given.When the child has the awareness of identification and the initiative to complete the action, encouragement and reinforcement should be given in time.
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