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Further InformationPassport to Life – A Guide to the Law in audio format especially for those with disabilities. Contains basic information about everyday rights and responsibilities, the lack of which is a profound barrier to more independent living. People with this condition find it difficult to process words in order to receive the meaning. It is not a hearing problem and they may well be able to repeat the words back. This may be one of the primary causes of dyslexia. APD is not a medical condition and it is not one which can be treated. APD should be diagnosed by a trained audiologist. Help should be given in the form of a multi-disciplinary approach to help people develop their own coping strategies together with remedial programmes and assistive technology. Further Informationhttp://www.apduk.org
P.E. and Visually Impaired ChildrenChildren with severe visual impairments need to gain knowledge and control of his body in order to become aware of movement in space and movement that relates to people. He/she needs to learn about what happens when he/she moves and how he/she can control their movements. Play games where he/she has to stretch up high and wide and bend in half etc. When doing movement use similes, ‘Stand up like a soldier’ ‘Beg like a dog’ This helps them relate movements and objects and helps visualise concepts. ‘Crawl sideways like a crab’ ‘Wiggle like a worm’. Name body parts. Play Simon Says, heads, shoulders knees and toes etc. help young children learn left and right using a glove on one hand. To help teach awareness of objects in relation to self, use an audible ball (available from RNIB) and teach bouncing and catching. Teach him/her to skip with a rope. (These activities will probably need the help of the classroom assistant or another child if done within a whole class situation.) Teaching a systematic routine can help with getting ready for P.E. The classroom assistant can teach this in the early stages. 1. Sit on floor – shoes off, socks off, Socks inside shoes, put under chair. 2. skirt or trousers off – cardigan, jumper, shirt off – lay out on top of desk in order. 3. P.E. shorts and T-shirt on.
Preparing Worksheets for Deaf Children Helping your Deaf Child to Learn Ivytar This is an online project which helps you to learn sign language. Ivytar is a virual signer – just choose a word and watch her sign. Link Ivytar to http://www.bgfl.org/ivytar Further InformationTeaching Hearing Impaired Children There is a wide range of types and degree of visual impairment from short-sightedness, correctable with glasses to people who have virtually no useful sight – those registered blind. There is also the problem of colour blindness which can occur in up to 10% of boys. Sometimes it is not the eye itself which causes the problem, but it is the pathway from the eye to the brain which is damaged. i.e. what the eye perceives has to be translated and made sense of by the brain. Most people who are considered ‘blind’ have some sight. The degree to which each person is affected varies greatly. Some people can see to read but have difficulties getting around (tunnel vision); others vice versa. Abstract concepts are difficult for those who cannot see as they have limited exploration to develop relationships. There can also be problems with movement, behaviour and responses as they do not pick up incidental information as easily as fully-sighted people. What to look for: For children who have not been identified their eyes may turn or squint; they may screw up their eyes to look. They may be rather clumsy when moving around; they may have difficulty copying from the board; their handwriting may be large and spidery. They may tire quickly and may rub their eyes a lot. The child may be seen to have unusual habits, eg. rocking or rubbing fingers etc. This may indicate that they don’t know what is happening around them. Case Studies Further InformationWraparound is an all-inclusive scheme supporting children with visual and other disabilities in the Southern Health & Social Services area of N.Ireland. It offers help to parents, training for professionals, information and advice and play facilities for young children. Contact Catherine Murnin on 02890329373 or Catherine.Murnin@rnib.org.uk http://www.rnib.org.uk/
A condition in which one of the parts of the auditory system is damaged causing the sufferer to improperly process sounds. Those suffering from hearing loss will not be able to develop language properly and their speech may be affected. Things to look for:Children with a hearing problem may not respond when called. There may be slurring of words, incorrect pronunciation or unstressed syllables. The child may watch your lips and face intently and may be reluctant to speak, answering with a nod of the head instead. He/She may regularly ask you to repeat things. There may be a lot of misunderstanding or ignoring instructions and he/she may watch others before doing something himself or he/she may continue doing something after being told to stop. He/She may prefer to dominate a group by talking rather than listening or else he/she may not take part in group discussions. His/Her speech can be very loud or very soft. He/She may frequently ask for help from others and his reading and oral performance may be much poorer than in other areas. Treatment:
Further Information
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source: National Deaf Children’s Society
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