"Harvest Queen" by Basia P., 2011
While teaching the language to a special need child it is
good to remember:
- Appropriately position the child.
- Make sure the child feels comfortable (temperature, light).
- Adjust your speech to the child's visual level.
- Adjust your speech to the child's auditory level.
- Use various effective approaches.
- Promote Augmentative and Alternative Communication in natural contexts.
- Use visual communication modes such as sign language and cued speech.
- Teach to understand and express emotions.
- Provide linguistic stimulation.
- Adjust and use expressive language to the child's cognitive level / meaningful language.
- Slaw speed of speech.
- Use consistent language.
- Repeat words, phrases, sentences, and stories.
- Support words, phrases, sentences, and stories with matching objects, pictures.
- Support language learning within caregiver-child interactions.
- Create communication opportunities (e.g., keep toys out of reach, violate expected routines) and face-to-face position.
- Follow the child's lead by providing activities or toys that interest the child.
- Build and establish social routines (e.g., rituals such as "Peek-a-boo" or "Pat-a-cake").
- Once the social interaction environment is arranged, the adult can then provide specific teaching techniques to:
- Prompt (e.g., time delay and verbal prompts).
- Model (vocal or gestural models of desired communicative responses).
- Reinforce (e.g., acknowledge the child's intent meaning by naming things the child refers to) clear, intentional communication attempts within child-centered play routines.
- Target specific language skills (e.g., early word combinations such as agent + action ? “Daddy eat,” or action + object ? “Throw ball”); vocabulary; gestures to request or comment.
“Self-portrait” by Basia P., 2012
No comments:
Post a Comment