"Maxaa la mid ah oo ku saabsan waxbarashada: Isticmaalka Dookhyada Ilmaha"

"Fahamka waxa ku dhiirigaliya cunuggu samayn karo ama jebin karo barnaamijka waxbarashada..."
-Charity Rowland
www.nationaldb.org

Haddi uu ilmuhu jecel yahay ama uu door bidayo ciyaar gaar ah ayaa laga yaabaa in aanay adiga muhiim kuugu ahayn. Yaa helaya wakhti uu ku ciyaaro marka ay jiraan dhammaan yoolalka IEP-ga oo lagu shaqeeyo?

Laakin ka soo qaad in mid ka mid ah yoolkiisa IEP uu yahay: "Shan tillaabo la qaado socodkiisa." Maxaa dhici kara haddii aad dhigto alaabta uu jecel yahay miiska uu ka arki karo? Hadda waxa uu haystaa sabab uu u guuro: si uu u gaadho toy-gaas oo uu miiqiyo.

Hadafka IEP waa la fuliyay! Shan tilaabo ayuu qaaday isagoon caro darteed dhulka ku dhicin. Ku celcelinta, fikradda "ku socoshada" waxay ku xiran tahay raaxaysiga ku ciyaarista tooyga la door bidayo.

Bilaabayaa:

  • Waydii xubnaha qoyska waxa ilmahoodu guriga ku sameeyo. Sidee ayay ula dhaqantaa alaabta guriga, walaalaha, xayawaanka rabaayada ah, ayeeyada, saaxiibada? Maxay kaligeed waqti ku bixisaa?
  • Si la mid ah sida muhiimka ah, waa maxay shayga ama hawlaha uu neceb yahay?
  • Ku tax dadka, hawlaha ama walxaha afoomka "Jacaylka/Nacaybka".si aad u hubiso in aad wax ka waydiisay qaybo kala duwan (ma aha oo kaliya cuntooyinka ama alaabta lagu ciyaaro, tusaale ahaan).
  • Ka fakar sida loo isticmaalo dookhyada ilmaha jadwalkiisa maalinlaha ah iyo hawlihiisa joogtada ah. (Ha iloobin inaad wax ku dhisto madadaalo, sidoo kale. Carruurta leh indho la'aan waxay u baahan yihiin waqti yar!)
  • Haddii ardaygu kaliya jecel yahay alaabta lagu ciyaaro oo leh tayo gaar ah, soo bandhig hal shay oo cusub. Tusaale ahaan, haddii ilmuhu kaliya jecel yahay xafaayadda dharka jilicsan, ku tolo gambaleelka jingle si ay u ogaato.
  • U isticmaal waxyaabaha aan jeclayn iyo kuwa aan jeclayn is-barbardhigga ama kala-soocidda. Tusaale: dhig saddex neef oo cufan (sida ilmaha oo kale) ku rid sanduuq. Ku dar baaquli bir ah (cunugu ma jecla). Ilmuhu wuu soo saari karaa xayawaanka cufan oo ka tagi karaa maddiibadda. Tani sidoo kale waa hab fiican oo lagu bilaabo wadahadalka. Bilow inaad ilmaha la isticmaasho weedha, "Waxaad jeceshahay ____," ama, "Ma jecli ____."
  • Haddii ilmuhu ku raaxaysto ficil gaar ah sida boodada ama boodada, ka fiirso sida dhaqdhaqaaqaas loogu isticmaali karo si loo gaaro hadafka sida tirinta: 1, 2, 3.
  • Arag Macluumaad Dheeraad ah si aad wax badan uga barato qiimaynta meelaha awooda ubadka.

Soo Gelitaanka Qoyska

Christopher

Shawn

Gaaritaanka Yoolalka

Ask his family or others who know him best what he does at home. Try introducing – at his pace – a variety of actions, people, and objects. Here are some suggestions:• Consider the size, temperature, texture, function, sound, sight, taste, smell, and movement in the activities, actions, or items you offer.• Observe how the student uses his senses. Which sensory channel(s) does he rely on the most: vision, hearing, touch, smell, taste, or movement such as spinning, swinging, tapping a hand.

• Markaad u fiirsato ardayga, u fiirso hab-dhaqanka muujin kara LIKE ama NACAYN shayga, falka, ama hawsha loo soo bandhigay:

Isbeddelka neefsashada
Dhaqdhaqaaq yar oo jirka ah
Xiisadda murqaha ayaa isbedeleysa
Codayn badan ama ka sii dheer
Afka furan ama xidhidh

Ma dhaqaajin karaa madaxiisa, bushimaha, farta ama suulasha?
Haddii ardaygu si joogto ah u qayliyo ama u weji waayo si uu u muujiyo xanaaq ama raaxo la'aan, taasi miyay joogsanaysaa marka la soo bandhigo wax cusub, tusaale ahaan, duub qoor diiran? durbaan ka dhawaajisa?
Bilow liis Hayso xogta inta jeer ee aad soo bandhigtay hawsha, falka, ama shayga, iyo jawaabaha ardaygu mid kasta. U fiirso jawaabaha aadka u fudud (sida kuwa ku taxan FAQ #1).

For a variety of reasons, children with significant disabilities sometimes recoil from touch or dislike exploring through touch. They may have experienced frequent hospital visits and have come to connect new people with painful procedures. It takes time to build trust. Here are some approaches that may help establish trust with a child with significant disabilities. The result will be a student who is more willing to accept touch and use touch for exploring:• Tap the student on the shoulder and say hello before trying to move the student’s hands, feet, or body.• Provide consistent opportunities rather than forcing participation.

• Isticmaal habka Hand Under Hand (gacmahaaga hoostooda) si aad u soo bandhigto waxyaabo cusub.

Ka waran heerkulka? Miyuu jecel yahay diirimaadka? Hadday sidaas tahay, isku day inaad diiriso marada, xidhmada qoorta, ama shay kale ee microwave-ka oo arag haddii taasi ka dhigayso mid aan la celin karin.

• Weydii qofka sida ugu wanaagsan ula falgala ardaygan sida ay uga caawiyaan ardayga inuu aqbalo shay ama ficillo. Ogolaansho, cajalad muuqaal ah ka duub is dhexgalka wanaagsan oo si taxadar leh u fiirso.

Deji jadwal oo si joogto ah ula soco si ardaygu u odoroso waxa xiga ee dhici doona.

Some students have been moved through the day with little meaningful interaction or decision-making power. What may work for nursing care does not work for learning and can create what’s called “learned helplessness.” If this has happened with your student, your job is to be consistent, persistent, and kind as you offer continued opportunities for meaningful learning. These “opportunities” may include things like “wait time,” or use of a Resonance Board or adapted Little Room. Here are some suggestions and things to keep in mind:• Have you tried Hand Under Hand to develop a shared focus of attention?• Watch for subtle changes in the student: body tension, breathing rate, or turning her head from the item or action. (See FAQ #1 and #2.)

• Ogow dabeecadda ardayga. Dadka qaarkood way fududahay inay socdaan oo "la socdaan socodka." Qaar waa "fiicn" oo marar badan mudaaharaad. Kuwo kale waxaa laga yaabaa in ay muujin yar yihiin, laakiin dhab ahaantii waxay ku raaxaysanayaan waxqabad, fal ama shay.

Istaraatiijiyado isku dhafan ayaa u oggolaan kara ardaygu inuu ka guuro dadban una guuro firfircooni, ka mudaaharaad ilaa dulqaad, iyo ugu dambayntii oo uu ka qaybqaato firfircoon. Habkani waxa uu qaadan karaa toddobaadyo, bilo ama sannado, markaa xogta ku hayso guul kasta oo yar.

Always continue to search for more experiences and objects that will broaden a student’s interests and become “likes.” Keep in mind:• What qualities does the electric toothbrush have that might lead to other LIKES? For example, make a smoothie with a blender and let him feel the vibrations of the motor. Try a small electric fan, one that is safe for exploring fingers. Or try a battery-operated pillow.• Allow the electric toothbrush to be used as part of concept building. For example, make a box of related things – other toothbrushes, toothpaste – plus one thing that doesn’t belong. As the student does this activity, allow a certain amount of time for him to play with the favorite toothbrush. (Set a timer.)

• U ogolow wakhti uu ku isticmaalo cadayga marka ay ku habboon tahay - tusaale ahaan, qadada ka dib si uu u cadaydo.

Maqaallo

Waxyaabaha Ugu Horeeya Marka Hore: Xidhiidhka Hore ee Ilmaha Calaamadaha Ka Hor ee Naafada Daran

http://www.ohsu.edu/oidd/d2l/our_pro/FTF.html
by Charity Rowland, Ph.D., iyo Philip Schweigert, M.Ed.
Sidoo kale eegwww.designtolearn.com

Samee nidaam joogto ah oo ku dara mid ka mid ah "jecel" ardaygaaga

http://www.tsbvi.edu/Outreach/deafblind/ideas.htm
Dugsiga Indhoolayaasha & Aragga Naafada ee Texas
Wacyigelinta Dhegoolayaasha

Kobcinta isdhexgalka carruurta leh naafanimo badan oo ay ku jiraan naafanimada aragga

http://www.tsbvi.edu/Outreach/newsletter/winter08/winter08.pdf
Waxaa qoray Sara Kitchen, Dugsiga Indhoolayaasha iyo Wacyigelinta Aragga naafada Texas
(la taliyaha waxbarashada ee ardayda aragga naafada ka ah)

Waddada Astaanta

http://www.nationaldb.org/NCDBProducts.php?prodID=97

Ilmaha Baahsan ama Mudaaharaadaya

Waxaa qoray Kathee Scoggin

"Ma keeni karno inuu wax sameeyo."

"Maalinta inteeda badan waxaan ku bixinaa sidii aan uga dejin lahayn xanaaqa qalqal gelinaya fasalka oo dhan."

Haddii mid ka mid ah kuwan uu u muuqdo mid la yaqaan, tixgeli taas:

  • 90% waxbarashadu waxay ku xidhan tahay aragga iyo maqalka.
  • Fasalo naadir ah ayay u ogolaadaan waqti ku filan canugga leh laba dareen lumay si uu ula qabsado kala-guurka, ama filashooyinka la xiriira waxqabadka.
  • Dadku waxay siyaalo kala duwan u siiyaan macluumaadka carruurta indhoolayaasha ah.

Isku xirnaan la'aanta iyo joogteynta waxay u horseedi kartaa carruurta inay yeeshaan dareen diidmo ama diidmo ah oo ku wajahan wax walba.

  • Dadban: Fasalka wuu wareegayaa iyada, laakiin waxba ma baranayso.
  • Mudaaharaad: Maalintaas waxa ay ku dhammaatay caro iyo is dejin wareeg ah.

Xeeladaha isku dhafan waxay u oggolaan karaan ardaygu inuu ka guuro dadban una guuro firfircoon, ka mudaaharaad ilaa dulqaad, iyo ugu dambeyntii, oo uu wax barto. Xeeladahan waxaa ka mid ah:

  • Isticmaalka Dookhyada Ilmaha
  • Waqtiga Sugitaanka
  • Hand Under Hand
  • Nidaamyada Joogtada ah
  • Learning Active

Isticmaalka Dookhyada Ilmaha si loo Helo Goobta Ciyaarta ee Qiimaynta

Waxaa qoray Kathee Scoggin

Marka si aan rasmi ahayn loo qiimaynayo awoodaha ilmaha, isticmaal wax aad taqaano in ilmuhu jecel yahay. Waxay u badan tahay inuu xiiseeyo oo dhiirigeliyo. Marka la isticmaalayo walxo aan aqoon u lahayn ilmaha, imtixaamuhu ma qiimaynayo xirfadda ama aqoonta, laakiin sida ugu dhakhsaha badan ee ilmuhu u isticmaali karo labadaba dareenkiisa saxan iyo kuwa saameeya (aragga iyo maqalka) si uu u ogaado waxa shaygu yahay iyo waxa lagu sameeyo .

(Xusuusin: guud ahaan meel ka mid ah goobaha kale waxay noqon kartaa caqabad dhab ah. Carruurta leh indho la'aan waxay leeyihiin daldaloolo xagga horumarinta fikradahooda waxyaabaha ay yaqaanaan sida qabow, jilicsan, dheer, dheer.)

Si ilmuhu u muujiyo wuxuu garanayo, qiimayntu waa inay ku jirtaa waxyaabo ay taqaan oo ay jeceshahay. Haddii ay eey guriga ku leedahay oo ay jeceshahay eeyaha, miyay ogtahay quudinta eyga? Ma ogtahay in eeyadu ay leeyihiin indho, dhego, san iyo af, sida dadka? Ilmuhu wuxuu sameeyay ugu yaraan hal fikrad oo ku saabsan wax kasta oo ay jeceshahay ama ay neceb tahay. Waxay noqon kartaa fikradda aasaasiga ah ee "spin," ama "ey," ama "battery." Waxaa laga yaabaa inay ogaato in heesta ay jeceshahay ay aad u dheereyso, hees kalena ay tahay mid gaabis ah. Isticmaalka fikradaha ay hore u lahayd oo ah buundada fikrado cusub waxay horseedaa waxbarasho macno badan oo waxtar leh.

Waxaan wax badan ka baran karnaa xirfadaha ilmaha iyo garashada marka la daawado sida ay ula macaamilayso shay ama qof ay taqaan oo ay jeceshahay. Waxaan u baahanahay inaan daawano sida ay u xalliso dhibaatooyinka fudud.

"Fahamka danaha iyo dookhyada ilmaha ayaa fure u ah qiimaynta kartidiisa..."

- Sadaqada Rowland, Qiimaynta Isgaadhsiinta iyo Barashada Carruurta Yaryar ee Dhagool La' ama Naafada Badan
www.nationaldb.org/newPublications.php?eCat=217