Each child is unique not only in his/her nature-personality but also in terms of their learning needs. One child may be a visual learner; while another may be an auditory learner while yet another child maybe a kinesthetic learner. Our education system can combine all of the above learning measures into the teaching techniques in classrooms. However almost every school follows the system where the smarter,’ quick to grasp’ child is treated on par with a child who may difficulty in grasping concepts easily. In such a situation it becomes difficult to focus on the needs of just one or two children in a classroom of 30.
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Creative teaching techniques help not just children who have special learning needs but also normal children. Who doesn’t like playing and singing while learning rather than copying from a blackboard into a notebook? However for children who have special needs an IEP or an Individual Education Plan comes into the picture. As the name suggests the plan is individualized depending on the specific needs of the child in question.
Children who have special educational needs have learning difficulties or disabilities that make it harder for them to learn like most children of the same age. These children may need extra or different help from that given to other children of the same age. They may need extra help because of a range of needs that can vary from thinking and understanding, physical or sensory difficulties, emotional and behavioral difficulties, or difficulties with speech and language or simply how they relate to and behave with other people.
The parent plays as much a vital role as the teacher and special educator. While the special educator plays the guide, the teacher imparts /guides the child in the right learning technique and the parent reinforces the learning at home.
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When a parent starts helping their child with special needs with academics, it can be a daunting and overwhelming process initially. I noticed it was absolutely essential for certain guidelines to be followed especially as she entered primary school and the concepts taught were several. A structured schedule for the day or evening or a weekend was essential.
I started off with meeting a special educator at Ummeed in Bombay who knew Anandita’s background and made certain recommendations for her school to apply on a day to day basis. She was going to a regular school which followed the policy of inclusion and integration.
One recommendation that really worked for her was,”preview’, namely a preview of class materials/assignments and some background knowledge prior to actual class discussions. A preliminary contextual base was essential. I noticed that this really helped her with ‘Reading’ as she would be very hesitant to read aloud in her class since she was not confident. By reading aloud the chapter in advance at home she became more confident about reading aloud in front of her entire class.
It also helped in mathematical concepts of addition and subtraction.
For preview, time is essential .By time it doesn’t mean just time. Structured time works well for children with special needs .Anandita would be aware that a certain time was slotted for a certain subject preview and to encourage her organizing skills, I would ask her arrange her necessary books, pencil box., practice books etc.Gradually as we learnt together I also started setting time limits for the work given. This would prevent too much of dawdling.
The school also used a parent teacher communication note books which graduated to weekly meetings with the class teacher, These meetings were informal where I could ask the teacher tips on how a concept had been taught so that I could reinforce the same at home through practice sums. The teacher would also tell me where she felt Anandita needed extra guidance so that I could work upon the same. This kind if communication does help in bridging the distance between class teacher and parent.Ofcourse it also depends on the attitude of the teacher/school. I have been lucky on that front.
Anandita responds very well to verbal cues. Certain aspects in her worksheets needed highlighting or stressing upon. Bigger squares in her Maths notebook made her less confused. A box would be placed for her to put her tick marks or YES/NO or True/False.
against the specific question asked in the assessments.
She has deficits in processing speed for information and deficits in writing (handwriting and speed).She benefits from extended time on tests and class-work. At such times, it was helpful for her to be in a quiet environment free of noise and distractions. This also helped her productivity by providing her more time to formulate her ideas before writing them down.
At home I preferred not to stress on improving her writing as she was doing a lot of writing work at school as well. I would only ensure that she had understood the concept not just of Maths but also of EVS.For instance a chapter on water was done. And how rain is formed. She had written it down as well as she could in her class work note book. But I could sense she had not understood it in detail. Instead of reading it aloud from the notebook, I took blank paper and drew the sources of water (rivers, lakes) and then explained how when the sun shines (drew a sun), the water becomes warm and rises up into the air as watervapour. (drew arrows).Clouds are thus formed with all the watervapour.When clouds get full they fall down as rain on earth (where we live) and back into the rivers and lakes as well.
So at school, during EVS assessment, Anandita was able to explain verbally to her class teacher about water and rain. The assessment was to see if the child had understood the concept, rather than rote it and reproduce it in a note book in their writing.
Through this entire process, I have learnt that as a parent of a special needs child, I am more flexible, compassionate, stubborn and resilient than other parents. I have to be.
Tuesday, February 23, 2010
Monday, February 22, 2010
More on thinking skills-situations and questions.
A child, who undergoes therapy, be it formal or informal sessions needs to be asked questions in a different manner. No child likes to feel as if he/she is being tested. To allow the child to be his/her natural self the therapist/parent needs to make sure the child is not feeling threatened or uncomfortable.
One can start the process of looking at picture cards and asking questions in a fun way. Gradually with time, pick up the tempo and move on the areas that interest the child. In Anandita’s case, her interest was movies, music, her sister and family. So build your questions around the interests. Try and ask them when you are in the car, or in the kitchen cooking or while in bed. Encourage the child to ask you similar questions so that it becomes a game. The funny answers can keep you in splits and without knowing; a lot would have been learnt.
Some examples.
(1) Your friend called and wants you to go to the beach. What should you not wear?
(Usually one would ask the question what should you wear. Instead here the child is asked what should you NOT wear. This is a different way of putting an ordinary question to a child which will enable the child to think differently.)The answers could be –Party dress, warm clothes, nightsuit.
(2) Your sister has dirty shoes. What should she not do?
Enter the living room with shoes
(3)You want to play outdoors. What would you not play? (Carom, chess, snakes and ladders)
(4)The teacher wants you to write numbers 1 to 10.What number will you NOT write?)Answer 11 or 12 etc)
(5)You lost your favorite toy. What will you do next? (Search for it, ask for help to find it)
(6)Your shoes are too small. What will your mom do? (Buy a new shoe).
(7)I had a headache. Now it’s gone. What did i do? (Took some medicine, saw a doctor, and slept)
(8) Dad didn’t go to work today. Where was he? (The answer would be at home or as my daughter sweetly answered-he would be at home watching TV)
(9)How can you tell if the lamp needs a new bulb?
(10)How can you tell if your friend is wearing a new dress?
(11) Mom is toasting bread and says we need to fix this. What would have happened?
The list can be endless but once your child gets the gist,he/she will understand the questions-how,what,when,why,which and what can happen in each situations.I found this an incredible way to spark Anandita's imagination.
One can start the process of looking at picture cards and asking questions in a fun way. Gradually with time, pick up the tempo and move on the areas that interest the child. In Anandita’s case, her interest was movies, music, her sister and family. So build your questions around the interests. Try and ask them when you are in the car, or in the kitchen cooking or while in bed. Encourage the child to ask you similar questions so that it becomes a game. The funny answers can keep you in splits and without knowing; a lot would have been learnt.
Some examples.
(1) Your friend called and wants you to go to the beach. What should you not wear?
(Usually one would ask the question what should you wear. Instead here the child is asked what should you NOT wear. This is a different way of putting an ordinary question to a child which will enable the child to think differently.)The answers could be –Party dress, warm clothes, nightsuit.
(2) Your sister has dirty shoes. What should she not do?
Enter the living room with shoes
(3)You want to play outdoors. What would you not play? (Carom, chess, snakes and ladders)
(4)The teacher wants you to write numbers 1 to 10.What number will you NOT write?)Answer 11 or 12 etc)
(5)You lost your favorite toy. What will you do next? (Search for it, ask for help to find it)
(6)Your shoes are too small. What will your mom do? (Buy a new shoe).
(7)I had a headache. Now it’s gone. What did i do? (Took some medicine, saw a doctor, and slept)
(8) Dad didn’t go to work today. Where was he? (The answer would be at home or as my daughter sweetly answered-he would be at home watching TV)
(9)How can you tell if the lamp needs a new bulb?
(10)How can you tell if your friend is wearing a new dress?
(11) Mom is toasting bread and says we need to fix this. What would have happened?
The list can be endless but once your child gets the gist,he/she will understand the questions-how,what,when,why,which and what can happen in each situations.I found this an incredible way to spark Anandita's imagination.
Saturday, February 20, 2010
Speech and language development
The journey towards language development/thinking skills/speech
(The initial stage-commenced in October 2004)
Children with cerebral palsy have severe delayed speech depending on the levels of the CP affliction-mild, moderate or severe...
Anandita was not a speaking child even at 2 years of age. Like all her development milestones, even speech was delayed. She was accustomed to gestures.To make matters worse we were not even made aware of by her motor therapist at the right time that she would need speech intervention. I finally started speech therapy for her in 2004.when she was 3 years old.
In the early stages she needed a lot of oral mouth and tongue exercises. Due to weak muscles tone this was essential and became a preparatory stage for further therapy.
Soon after, I was asked to make a list of the words I would like her to say right from the start of her day. My list included a Good morning,wash,give milk,Mamma-come-read,potty,etc,bye bye, see you, come soon,tape,song(when she wants music on),Mamma, give khana,give juice. Just some of the words that formed her daily needs.
So every time some task was required I would encourage her to say a word closest to that task in hand. Constant talking like a running commentary so to say was what I began doing with her. At 3 years of age she was not even a crawling child. She was on my lap and used to being carried. So whenever we went out or even if I was in the kitchen she would be with me and I would speak to her as to what I was doing etc.Initially it was tough but I soon got used to it.
Soon after this over a period of time, slowly concepts of in, on and under were introduced. Questioning was encouraged. What does Mamma like to eat? Where does Papa go every morning?
What does Papa do in office?
What fruit does Papa like?
It was initially more family focused as we were a part of her day to day life.
More creative questioning was introduced such as, objects” What is this? Diti would reply ‘chair’. Where is the chair? Is it in the bathroom? Her answer would be, ‘No, it is in the bedroom.” What is in Mummy’s’ purse? She would have to use memory to remember what was inside. She had to be encouraged to think and speech therapy I realized was not just about making her speak. It was to help her understand language, its structure, formation of sentences and enhance her thinking skills through a creative and holistic process.
Speaking of alphabets was then begun. We started with ‘F’.I would make her say FEE FI Fo Fum and bite her lower lip while saying these words. This was done more to enable her use her teeth and mouth to speak.
Oral exercises were continuing. I used a battery operated toothbrush to brush the inside of her cheeks, her tongue. She didn’t know how to blow so as a reward she was allowed to blow bubbles…or a flute and she even attempted a balloon with time. She was encouraged to use a straw .I put thermocol balls in a bottle and she would blow them with a straw. Candle blowing was her favorite pastime under supervision.
Since her lungs were weak, she was encouraged to say words with a lot of air. She learnt to say “Hello’ Hi, Haircut with stress on the H.She would always say Vuhhhh instead of Hhhhh.So words needed to be stretched out for her.
She then learnt P, T, K.
Pa ta ka
Pi ti ki
Po to ko
Pu tu ku
If you say those words you will see how for P the lips are used, for T, the upper pallete and for K, the inner mouth...
She needed a lot of encouragement to express herself. We played many games with her. We would show her a teddy bear with one ear missing and then ask her what is missing?
Or make her tear lots of paper and then blow it for fun to see how far it went. I spy games to improve her scanning skills.
In fact I noticed through the sessions that this was no formal session of teaching speech. Everything from simple games of sequencing, making stories from picture cards, picture matching was integrated into a fun creative wholesome learning experience for Anandita and the end result was to encourage her to understand and express.
For me it was an entirely new learning experience. From daily motor therapies that involved physical stretching and holding, this was not only new for me but also a very creative way of teaching children concepts.
Soon individual questions were introduced—such as ‘What?” What is this Anandita’? She would respond ‘iron’. Next question would be ‘Why do we use iron?” So her thinking process would trigger not just the question on what the object was but also the use of that object. Subtly knowledge acquisition was happening.
Sentence formations also were included.’ Where is the ball?” Ball on table (Diti's reply).’Which ball is on the table?” Her response would ‘red ball on table’. (At that stage we didn’t insist on usage of articles like "a 'and "the' as long as the reply was accurate and that meant she had understood the question.
I would be asked to show her a book, look at the pictures with her, she would name the objects and then the page would be covered and Anandita would be asked in questions .what she had seen on the page in the book.
While eating from a chips packet, I would underline the big lettering on the colorful packet with my finger and read it aloud.
To improve her muscle coordination which may have nothing to actually to do with speech lessons, Anandita would be asked-Before you clap your hands, comb your hair. This was a way of enabling her to follow instructions as well as motor movements and for her brain to understand which action followed which.
Further games like. saying a word and asking her to not say part of the word for example Swimming is the word.Dont say swim
Butterfly is the word, don’t say fly.
Then we shifted to smaller words like Papa, but don’t say ‘pa’.
I started using Dr Seuss’s books for rhyming words and a new book by Kathleen Lloyd-Times 1000 words to talk about which improved her vocabulary a lot.
The entire process was geared to improve her thinking skills.
What is always red in shape? would be one of the questions asked.
.
She would be made to link similarities between objects. I would show her a cake and a sweet and ask her what the same between them?
Same with an iron and a candle.
Tongue exercises were also ongoing. Putting the tongue out, tongue inside cheeks. Due to impaired muscle movements the tongue did not move freely...So the therapist would put a piece of sticky food item on the side of her cheek inside so that by reflex automatically and slowlyAnandita’s tongue would move towards it. There were so many things I was learning in each session spread over weeks and months.
Not just story telling, we did break up of words as mentioned before, rhyming words, picture reading and asking questions on what happened, finding out similarities and differences.
We worked on varied themes from food(what is common between apple and burger?),body parts,drinks,school(blackboard and teacher),sports,weather,things that fly, farm animals,occupations,insects,furniture,fish,birds etc—the list was endless.
And it was taught in such a creative way that it didn’t seem like teaching.
‘Niharika was hungry, her mother gave her cheese. What food did Niharika eat?
Medini aunty made Anandita do her therapy exercise. Which Aunty did u hear?
Inane questions they seemed but such immense learning for Anandita and me...
Like do doors slam?
Does an egg bounce?
Do muscles ache?
Does a friend help?
Do people dream?
Do you have a thumb on your toe?
Could you make a milk shake without milk?
Do fingernails break?
Does a candle tick?
If today is Friday then what is tomorrow?
Does a pen leak?
Does a zipper shout?
Can you use your fingers to walk?
Can you use your eyes to smell a flower?
A man was very tall. The doorway was very low. He walked into the room very fast. What happened?
My dad said ‘SMILE”.A bright light flashed. What happened?
Ananya wore nice white shoes and went out with her friends. She returned with her shoes very dirty. Where did she go?
Name something that has 4 corners? Name something that you can eat that has 4 corners?
What can you cut with scissors but not with knife? (Hair/paper).
By 2007 the sessions had become fewer but more varied and intensive. I was following a home programme in the interim period.
By January 2007, we had gradually moved on to more intricate questioning such as
Name 5 places where you can eat ice-cream?
Name 5 things you can see in a mall?
Or name 5 places where you can see many children?
When would I go shopping for toys?
How can I use the phone? (To hear, to speak, to charge, to send a message, to switch off)
Name 5 things one can eat with a spoon?
More descriptive details were introduced and the process of associating things together began.
Why do you carry a purse?
Or a situation- “I am going to have a small party. I am going to make sandwiches and pizza. What will I buy?
Why do we have doors?
And emotions, when do you get angry?
When do u feel sad?
When do u feel hesitant? /anxious/surprised/excited
“I was going on my way. Some boy pushed me, my things fell down. He picked it all up and helped me to put the things back. Was he a good boy or a bad boy?
I also started the process of ‘thinking aloud’ with her as I was walking with her or even at home as I was doing chores.
Her associations of the question “WHEN” was always to do with time and the clock. Slowly through different ways we changed that thought in her. Soon she was able to answer ‘when does Palak aunty buy chips? (During therapy)
When does Anandita wear her shoes? Etc
The ‘WHO”/WHY question was also handled through questions/situations...
“I have money to a man who uses scissors. Why did you give him money?
Who all do we give money to? It could be phone bill, therapy bill, fruit, grocer etc
Anandita had to be helped to ask questions related to any topic. I also had to see how much she could absorb from listening to a conversation. For example, I would tell her, there is a girl. She is wearing two ponytails. She is on the lawn.
Anandita’s speech lessons with Palak ended when we shifted to Pune in mid September 2007.I continue to meet her once a year.Last year; I was told that she had no speech issues except for clarity. Poor speech clarity is common in CP children and it would be unfair of anyone to expect perfect clear diction from a child who has motor impairments.
Her current oral therapy sessions involves many fun things from Om chanting to singing Sa-re-ga-ma-pa and also usage of the spiro meter to increase her lung capacity. We use different tastes-honey, lemon, salt with different textured cloth (denim, cotton, silk, wool, socks material) and stimulate the parts of her mouth-tongue, inner cheek, palate...
I would never trade this learning experience for any other because as Palak was not just her therapist and teacher. She was willing to equip me to handle Anandita's language needs in a guided manner, helping me along the way until she knew for herself that Anandita was now equipped. The resources she shared, the books and games she guided me into buying, the little nudges she gave me when she knew I was slackening just reminded me of the law of the Universe—one is always guided to the right person at the right time.Anandita and I, were to her.
(The initial stage-commenced in October 2004)
Children with cerebral palsy have severe delayed speech depending on the levels of the CP affliction-mild, moderate or severe...
Anandita was not a speaking child even at 2 years of age. Like all her development milestones, even speech was delayed. She was accustomed to gestures.To make matters worse we were not even made aware of by her motor therapist at the right time that she would need speech intervention. I finally started speech therapy for her in 2004.when she was 3 years old.
In the early stages she needed a lot of oral mouth and tongue exercises. Due to weak muscles tone this was essential and became a preparatory stage for further therapy.
Soon after, I was asked to make a list of the words I would like her to say right from the start of her day. My list included a Good morning,wash,give milk,Mamma-come-read,potty,etc,bye bye, see you, come soon,tape,song(when she wants music on),Mamma, give khana,give juice. Just some of the words that formed her daily needs.
So every time some task was required I would encourage her to say a word closest to that task in hand. Constant talking like a running commentary so to say was what I began doing with her. At 3 years of age she was not even a crawling child. She was on my lap and used to being carried. So whenever we went out or even if I was in the kitchen she would be with me and I would speak to her as to what I was doing etc.Initially it was tough but I soon got used to it.
Soon after this over a period of time, slowly concepts of in, on and under were introduced. Questioning was encouraged. What does Mamma like to eat? Where does Papa go every morning?
What does Papa do in office?
What fruit does Papa like?
It was initially more family focused as we were a part of her day to day life.
More creative questioning was introduced such as, objects” What is this? Diti would reply ‘chair’. Where is the chair? Is it in the bathroom? Her answer would be, ‘No, it is in the bedroom.” What is in Mummy’s’ purse? She would have to use memory to remember what was inside. She had to be encouraged to think and speech therapy I realized was not just about making her speak. It was to help her understand language, its structure, formation of sentences and enhance her thinking skills through a creative and holistic process.
Speaking of alphabets was then begun. We started with ‘F’.I would make her say FEE FI Fo Fum and bite her lower lip while saying these words. This was done more to enable her use her teeth and mouth to speak.
Oral exercises were continuing. I used a battery operated toothbrush to brush the inside of her cheeks, her tongue. She didn’t know how to blow so as a reward she was allowed to blow bubbles…or a flute and she even attempted a balloon with time. She was encouraged to use a straw .I put thermocol balls in a bottle and she would blow them with a straw. Candle blowing was her favorite pastime under supervision.
Since her lungs were weak, she was encouraged to say words with a lot of air. She learnt to say “Hello’ Hi, Haircut with stress on the H.She would always say Vuhhhh instead of Hhhhh.So words needed to be stretched out for her.
She then learnt P, T, K.
Pa ta ka
Pi ti ki
Po to ko
Pu tu ku
If you say those words you will see how for P the lips are used, for T, the upper pallete and for K, the inner mouth...
She needed a lot of encouragement to express herself. We played many games with her. We would show her a teddy bear with one ear missing and then ask her what is missing?
Or make her tear lots of paper and then blow it for fun to see how far it went. I spy games to improve her scanning skills.
In fact I noticed through the sessions that this was no formal session of teaching speech. Everything from simple games of sequencing, making stories from picture cards, picture matching was integrated into a fun creative wholesome learning experience for Anandita and the end result was to encourage her to understand and express.
For me it was an entirely new learning experience. From daily motor therapies that involved physical stretching and holding, this was not only new for me but also a very creative way of teaching children concepts.
Soon individual questions were introduced—such as ‘What?” What is this Anandita’? She would respond ‘iron’. Next question would be ‘Why do we use iron?” So her thinking process would trigger not just the question on what the object was but also the use of that object. Subtly knowledge acquisition was happening.
Sentence formations also were included.’ Where is the ball?” Ball on table (Diti's reply).’Which ball is on the table?” Her response would ‘red ball on table’. (At that stage we didn’t insist on usage of articles like "a 'and "the' as long as the reply was accurate and that meant she had understood the question.
I would be asked to show her a book, look at the pictures with her, she would name the objects and then the page would be covered and Anandita would be asked in questions .what she had seen on the page in the book.
While eating from a chips packet, I would underline the big lettering on the colorful packet with my finger and read it aloud.
To improve her muscle coordination which may have nothing to actually to do with speech lessons, Anandita would be asked-Before you clap your hands, comb your hair. This was a way of enabling her to follow instructions as well as motor movements and for her brain to understand which action followed which.
Further games like. saying a word and asking her to not say part of the word for example Swimming is the word.Dont say swim
Butterfly is the word, don’t say fly.
Then we shifted to smaller words like Papa, but don’t say ‘pa’.
I started using Dr Seuss’s books for rhyming words and a new book by Kathleen Lloyd-Times 1000 words to talk about which improved her vocabulary a lot.
The entire process was geared to improve her thinking skills.
What is always red in shape? would be one of the questions asked.
.
She would be made to link similarities between objects. I would show her a cake and a sweet and ask her what the same between them?
Same with an iron and a candle.
Tongue exercises were also ongoing. Putting the tongue out, tongue inside cheeks. Due to impaired muscle movements the tongue did not move freely...So the therapist would put a piece of sticky food item on the side of her cheek inside so that by reflex automatically and slowlyAnandita’s tongue would move towards it. There were so many things I was learning in each session spread over weeks and months.
Not just story telling, we did break up of words as mentioned before, rhyming words, picture reading and asking questions on what happened, finding out similarities and differences.
We worked on varied themes from food(what is common between apple and burger?),body parts,drinks,school(blackboard and teacher),sports,weather,things that fly, farm animals,occupations,insects,furniture,fish,birds etc—the list was endless.
And it was taught in such a creative way that it didn’t seem like teaching.
‘Niharika was hungry, her mother gave her cheese. What food did Niharika eat?
Medini aunty made Anandita do her therapy exercise. Which Aunty did u hear?
Inane questions they seemed but such immense learning for Anandita and me...
Like do doors slam?
Does an egg bounce?
Do muscles ache?
Does a friend help?
Do people dream?
Do you have a thumb on your toe?
Could you make a milk shake without milk?
Do fingernails break?
Does a candle tick?
If today is Friday then what is tomorrow?
Does a pen leak?
Does a zipper shout?
Can you use your fingers to walk?
Can you use your eyes to smell a flower?
A man was very tall. The doorway was very low. He walked into the room very fast. What happened?
My dad said ‘SMILE”.A bright light flashed. What happened?
Ananya wore nice white shoes and went out with her friends. She returned with her shoes very dirty. Where did she go?
Name something that has 4 corners? Name something that you can eat that has 4 corners?
What can you cut with scissors but not with knife? (Hair/paper).
By 2007 the sessions had become fewer but more varied and intensive. I was following a home programme in the interim period.
By January 2007, we had gradually moved on to more intricate questioning such as
Name 5 places where you can eat ice-cream?
Name 5 things you can see in a mall?
Or name 5 places where you can see many children?
When would I go shopping for toys?
How can I use the phone? (To hear, to speak, to charge, to send a message, to switch off)
Name 5 things one can eat with a spoon?
More descriptive details were introduced and the process of associating things together began.
Why do you carry a purse?
Or a situation- “I am going to have a small party. I am going to make sandwiches and pizza. What will I buy?
Why do we have doors?
And emotions, when do you get angry?
When do u feel sad?
When do u feel hesitant? /anxious/surprised/excited
“I was going on my way. Some boy pushed me, my things fell down. He picked it all up and helped me to put the things back. Was he a good boy or a bad boy?
I also started the process of ‘thinking aloud’ with her as I was walking with her or even at home as I was doing chores.
Her associations of the question “WHEN” was always to do with time and the clock. Slowly through different ways we changed that thought in her. Soon she was able to answer ‘when does Palak aunty buy chips? (During therapy)
When does Anandita wear her shoes? Etc
The ‘WHO”/WHY question was also handled through questions/situations...
“I have money to a man who uses scissors. Why did you give him money?
Who all do we give money to? It could be phone bill, therapy bill, fruit, grocer etc
Anandita had to be helped to ask questions related to any topic. I also had to see how much she could absorb from listening to a conversation. For example, I would tell her, there is a girl. She is wearing two ponytails. She is on the lawn.
Anandita’s speech lessons with Palak ended when we shifted to Pune in mid September 2007.I continue to meet her once a year.Last year; I was told that she had no speech issues except for clarity. Poor speech clarity is common in CP children and it would be unfair of anyone to expect perfect clear diction from a child who has motor impairments.
Her current oral therapy sessions involves many fun things from Om chanting to singing Sa-re-ga-ma-pa and also usage of the spiro meter to increase her lung capacity. We use different tastes-honey, lemon, salt with different textured cloth (denim, cotton, silk, wool, socks material) and stimulate the parts of her mouth-tongue, inner cheek, palate...
I would never trade this learning experience for any other because as Palak was not just her therapist and teacher. She was willing to equip me to handle Anandita's language needs in a guided manner, helping me along the way until she knew for herself that Anandita was now equipped. The resources she shared, the books and games she guided me into buying, the little nudges she gave me when she knew I was slackening just reminded me of the law of the Universe—one is always guided to the right person at the right time.Anandita and I, were to her.
Thursday, February 11, 2010
Homeschooling experiences
My home schooling programme
Anandita was 6 years when I started home schooling her. The duration of each session was 45 minutes to an hour each day. I started off by making a weekly plan to help myself get more organized and disciplined about this process. I was not unschooling her but home schooling her. So though there was flexibility in the process, there was also planning.
(1)WE did a lot of ‘free play’. That included playing with blocks, copying shapes from blocks, playing with dough, clay, peeling potatoes, grating a carrot, beading and also playing with 8 piece puzzles. This was essential for her fine motor movements as well.
In home schooling her I used the (2) “MIND MAP” method. For example if I decided to take the topic of REPTILES, I would make a Mind map of all the reptiles I knew. The mind map would be detailed and specific in a simple way. Reptiles that lived on land, reptiles that lived in water, reptiles that lived in water and land. and other details on each reptile.
The there would be another breakup. Taking each individual reptile (snake, lizard), Anandita would be explained to in a personalized way about the specific reptile. I would have my information ready with me; saw a picture book on lizards, an encyclopaeia, .Time spent on this was about 3-5 minutes depending on her attention levels. I also linked the reptile with a TV programme (say on national geographic) or a trip to the snake farm etc., visiting the library to see books on reptiles.
This was a creative learning process for me. I realized that she loved music and song so I would make up songs on the individual reptile we were studying. I would use stuffed toys, give the lizard a name etc.The options are endless when you get into the groove.
To encourage future reading, I used (3) sight words. I showed 2 every day. I would introduce a new 3rd word every alternate day. I would flash it to her. Here again I had to see if she had not picked up the 1st two words I would not introduce another new word yet.
When I had to revise with her, I would label it as a Magic word and she would have to find it.
I am her mother who lacks objectivity many a time. So I decided to use a small puppet of Toto the monkey. It was a hand puppet that was Amits baby toy and I would tell her Toto wants Diti to find the magic word and she would respond better to this than to Mummy asking her to find the word.
I started (4) a phonetic programme for her. I made large flashcards of the BIG alphabets and small alphabets. I used ONLY the small alphabets first. When she became comfortable with them I introduced the large alphabets as Mamma ‘A’ and Baby ‘a’.
The process I used was introducing only ‘one’ sound per day. Day one was only alphabet ‘a’. We would sing a song a..a..a..a…a…a for apple
a…a…a…a…for alligator etc.The options are limitless.
I would end the session by using some general sight words using the Ladybird reader series of Peter and Jane.
I did make sure to give her breaks between different sessions.
I gave her options to paint, doodle, sand play, water play depending on her mood and my patience levels.
Lots of games like joining the dots, tracing a picture, finding out what’s the difference between 2 objects.
She learnt about reptiles this way. She learnt about different types of transport, parts of the bidy, sense organs, fruits etc.
When I started teaching her about the parts of the body, we made a body song.
“Where is my upper arm”? (Show it)
See how I lift!
Where is my elbow?
See how I bend
Where is my wrist?
See how I flex
Where are my fingers?
See how I grip!
Where are my hands?
See how I clap!
For sense organs, we cut different types of fruits, made a fruit boat out of them, a milkshake, spoke about the color of the fruit, how it smelt, how it tasted.Anandita was an active participant in this. She discovered that the coconut had a hard shell while some fruits were pulpy and some had a prickly outer surface.
I avoided using much paper. I used a white board or a simple blackboard. She needed a lot of approval, so rewards were there-stars and smiley.
Anandita was 6 years when I started home schooling her. The duration of each session was 45 minutes to an hour each day. I started off by making a weekly plan to help myself get more organized and disciplined about this process. I was not unschooling her but home schooling her. So though there was flexibility in the process, there was also planning.
(1)WE did a lot of ‘free play’. That included playing with blocks, copying shapes from blocks, playing with dough, clay, peeling potatoes, grating a carrot, beading and also playing with 8 piece puzzles. This was essential for her fine motor movements as well.
In home schooling her I used the (2) “MIND MAP” method. For example if I decided to take the topic of REPTILES, I would make a Mind map of all the reptiles I knew. The mind map would be detailed and specific in a simple way. Reptiles that lived on land, reptiles that lived in water, reptiles that lived in water and land. and other details on each reptile.
The there would be another breakup. Taking each individual reptile (snake, lizard), Anandita would be explained to in a personalized way about the specific reptile. I would have my information ready with me; saw a picture book on lizards, an encyclopaeia, .Time spent on this was about 3-5 minutes depending on her attention levels. I also linked the reptile with a TV programme (say on national geographic) or a trip to the snake farm etc., visiting the library to see books on reptiles.
This was a creative learning process for me. I realized that she loved music and song so I would make up songs on the individual reptile we were studying. I would use stuffed toys, give the lizard a name etc.The options are endless when you get into the groove.
To encourage future reading, I used (3) sight words. I showed 2 every day. I would introduce a new 3rd word every alternate day. I would flash it to her. Here again I had to see if she had not picked up the 1st two words I would not introduce another new word yet.
When I had to revise with her, I would label it as a Magic word and she would have to find it.
I am her mother who lacks objectivity many a time. So I decided to use a small puppet of Toto the monkey. It was a hand puppet that was Amits baby toy and I would tell her Toto wants Diti to find the magic word and she would respond better to this than to Mummy asking her to find the word.
I started (4) a phonetic programme for her. I made large flashcards of the BIG alphabets and small alphabets. I used ONLY the small alphabets first. When she became comfortable with them I introduced the large alphabets as Mamma ‘A’ and Baby ‘a’.
The process I used was introducing only ‘one’ sound per day. Day one was only alphabet ‘a’. We would sing a song a..a..a..a…a…a for apple
a…a…a…a…for alligator etc.The options are limitless.
I would end the session by using some general sight words using the Ladybird reader series of Peter and Jane.
I did make sure to give her breaks between different sessions.
I gave her options to paint, doodle, sand play, water play depending on her mood and my patience levels.
Lots of games like joining the dots, tracing a picture, finding out what’s the difference between 2 objects.
She learnt about reptiles this way. She learnt about different types of transport, parts of the bidy, sense organs, fruits etc.
When I started teaching her about the parts of the body, we made a body song.
“Where is my upper arm”? (Show it)
See how I lift!
Where is my elbow?
See how I bend
Where is my wrist?
See how I flex
Where are my fingers?
See how I grip!
Where are my hands?
See how I clap!
For sense organs, we cut different types of fruits, made a fruit boat out of them, a milkshake, spoke about the color of the fruit, how it smelt, how it tasted.Anandita was an active participant in this. She discovered that the coconut had a hard shell while some fruits were pulpy and some had a prickly outer surface.
I avoided using much paper. I used a white board or a simple blackboard. She needed a lot of approval, so rewards were there-stars and smiley.
Learning issues
It has taken me a while what a neurological insult means.Anandita’s MRI taken many years ago revealed she had suffered an insult to her brain or more specifically there was destruction of white matter of the brain. White matter would mean the long myelinated fibers in the brain. Damage can result in severe coordination issues (hand eye, visual, spatial) and also balance issues. Children like her can suffer in a classroom environment because there is a significant gap between her verbal and performance IQ’s.
I have seen Anandita struggle with poor visual recall and problems with spatial perceptions and a lack of ability in comprehending non verbal communication. She has had severe deficits in social judgement and social interactions in the last few years...
In Anandita’s case we were aware of the insult/damage to the brain although I was unaware of the extent of damage done and how much it would impair her educational curve and daily living journey...
I have seen her have a difficult time learning to ride a bike and actually pedal the wheels fully in a circle. She is inadequately coordinated in her fine and gross motor skills. When she learnt to kick a large soccer ball she would always lose her balance and fall. Fine motor skills like cutting with scissors or tying a shoe lace seems impossible for her. It is only now she has graduated to coloring spontaneously and still prefers finger painting to painting with a brush.
Ananditas milestones were so delayed that she never really crawled. She was either supine, prone, lying on back. We had to keep outing her on the tummy in the hope she would learn to roll over. She didn’t. She instead took to bunny hopping all over our home when she was 2 years plus. She didn’t explore much of her environment motorically due to her impaired motor movements.
I have noticed her difficulty in perceiving subtle non verbal cues of her environment. Some social skills are normally grasped intuitively by children through observation and not taught directly.
So many difficulties. It may seem trifling to one reading it. But there are always solutions to each of these issues, solutions on how to handle it, how to ease the strain on the child and how to train the parent and child.
In Anandita’s case all she needed was a supportive environment and the right blend of therapies that were continued at home by me.
How did I help her?
I always allow her extra time to get ready when she has to go somewhere. I am okay with her tardiness. I give her a lot of verbal cues to navigate through my home, For example I need an envelope in which I need to put a letter in for her teacher. She doesn’t know where the envelopes are. So instead of telling her a generalized statement that the envelopes are in the drawer, I tell her, Go to mummy’s bedroom. In the chest of drawers open the drawer to your left. Inside will be a brown envelope. Bring it back to Mummy. Instructions are explicit and clear.
I try my best to avoid power struggles with her. It threatens her totally. It can threaten a normal child too but in this case a disabled child undergoes many low self esteem issues, teasing and other sources of anxiety( loud noises, fear of animals).The goal I set for her has to be attainable. I tune into her to see how tired she is to handle her extra study assignments and I schedule it accordingly. I avoid taking away her privileges (her TV time etc) because I know it will damage her well being rather than enhance it.
When I sense she is not ready for something I do not force it upon her. Independence in tasks that are not structured can be fearful for her. At the same time there is no over protection. There is flexibility.
At school-her paper and pencil tasks are kept to a minimum due to lack of finger dexterity and visual spatial problems. Occupational therapy to improve her fine motor movements does help in control and fluency but she still finds the entire process of writing laborious. The motor skills involved in writing are very very complex and not as we assume.
She needs assistance in organizing her information and in communicating in writing. She needs a lot of spelling out like parts to whole verbal teaching technique that helps her to comprehend better.
I don’t expect her to read between the lines. No sarcasm, idioms, slang, figurative speech, instead clears and plain language has to be used.
She responds excellently when a preview is done prior to her class sessions. It not only boosts her confidence .It also gives her an understanding on what is to follow, be it a new English chapter, a new Math’s concept, a field trip etc.
She needs concrete situations and experiences. I end up verbally teaching her conversational strategies, why not to begin a sentence with a ‘because’, how to understand tone and expressions in voices. I very often see that she is unable to perceive that she is trying someone’s patience unless that person verbally explodes (usually A or me).
I have seen Anandita struggle with poor visual recall and problems with spatial perceptions and a lack of ability in comprehending non verbal communication. She has had severe deficits in social judgement and social interactions in the last few years...
In Anandita’s case we were aware of the insult/damage to the brain although I was unaware of the extent of damage done and how much it would impair her educational curve and daily living journey...
I have seen her have a difficult time learning to ride a bike and actually pedal the wheels fully in a circle. She is inadequately coordinated in her fine and gross motor skills. When she learnt to kick a large soccer ball she would always lose her balance and fall. Fine motor skills like cutting with scissors or tying a shoe lace seems impossible for her. It is only now she has graduated to coloring spontaneously and still prefers finger painting to painting with a brush.
Ananditas milestones were so delayed that she never really crawled. She was either supine, prone, lying on back. We had to keep outing her on the tummy in the hope she would learn to roll over. She didn’t. She instead took to bunny hopping all over our home when she was 2 years plus. She didn’t explore much of her environment motorically due to her impaired motor movements.
I have noticed her difficulty in perceiving subtle non verbal cues of her environment. Some social skills are normally grasped intuitively by children through observation and not taught directly.
So many difficulties. It may seem trifling to one reading it. But there are always solutions to each of these issues, solutions on how to handle it, how to ease the strain on the child and how to train the parent and child.
In Anandita’s case all she needed was a supportive environment and the right blend of therapies that were continued at home by me.
How did I help her?
I always allow her extra time to get ready when she has to go somewhere. I am okay with her tardiness. I give her a lot of verbal cues to navigate through my home, For example I need an envelope in which I need to put a letter in for her teacher. She doesn’t know where the envelopes are. So instead of telling her a generalized statement that the envelopes are in the drawer, I tell her, Go to mummy’s bedroom. In the chest of drawers open the drawer to your left. Inside will be a brown envelope. Bring it back to Mummy. Instructions are explicit and clear.
I try my best to avoid power struggles with her. It threatens her totally. It can threaten a normal child too but in this case a disabled child undergoes many low self esteem issues, teasing and other sources of anxiety( loud noises, fear of animals).The goal I set for her has to be attainable. I tune into her to see how tired she is to handle her extra study assignments and I schedule it accordingly. I avoid taking away her privileges (her TV time etc) because I know it will damage her well being rather than enhance it.
When I sense she is not ready for something I do not force it upon her. Independence in tasks that are not structured can be fearful for her. At the same time there is no over protection. There is flexibility.
At school-her paper and pencil tasks are kept to a minimum due to lack of finger dexterity and visual spatial problems. Occupational therapy to improve her fine motor movements does help in control and fluency but she still finds the entire process of writing laborious. The motor skills involved in writing are very very complex and not as we assume.
She needs assistance in organizing her information and in communicating in writing. She needs a lot of spelling out like parts to whole verbal teaching technique that helps her to comprehend better.
I don’t expect her to read between the lines. No sarcasm, idioms, slang, figurative speech, instead clears and plain language has to be used.
She responds excellently when a preview is done prior to her class sessions. It not only boosts her confidence .It also gives her an understanding on what is to follow, be it a new English chapter, a new Math’s concept, a field trip etc.
She needs concrete situations and experiences. I end up verbally teaching her conversational strategies, why not to begin a sentence with a ‘because’, how to understand tone and expressions in voices. I very often see that she is unable to perceive that she is trying someone’s patience unless that person verbally explodes (usually A or me).
Tuesday, February 2, 2010
The beginning
It began, I believe when I was leading a jaded existence. I was a mother to a 6 year old who left me amazed by her ability to read and grasp information. A mother who wondered why other mothers always griped about ‘parenting’ trials and tribulations. The simplicity of raising her had been an insightful journey in itself. In 2001, I was nestled in my own warm cocoon with my Big A and small A, albeit with challenges of my own that I was journeying through. A year after small A's birth, I discovered by chance that I was hearing impaired. It was a progressive sensiro neuro hearing loss that did not have a cure. I could take precautions like avoiding oto-toxic antibiotics, noisy places and remain destressed.At 30, it came as a shock to me and I went through the process of denial and depression. If it hadn’t been for A, I would never have sought counseling or worked upon myself and my limitation. A lady pyshocologist helped me through this phase gently and firmly till I equipped myself with hearing aids.
Our lives took the usual turn. Job transfers and home shifts, new school for small A who was now 4 years old.Amit was busy with his work, me with my freelance job with a travel portal.
I conceived Anandita during the disastrous Bhuj earthquake in January 2001.I cannot say it was an uneventful pregnancy.Healthwise I was fit as a fiddle and could climb 5 storey of steps in my 9th month of pregancy.Emotionally,now when I look back it was a terrible time. My moods were difficult to comprehend. I was on a perennial mood swing, weepy, sad, and not really happy except when I was with the family. The excitement and anticipation I had with my first pregnancy was lacking this time.Normal, perhaps but not for me. I progressed through the usual ultrasounds and vitamins and pre natal exercises, stopped watching horror shows on TV and ate as healthy as possible. No craving for meat this time. I actually turned vegetarian. I was hoping for a normal birth instead of the C section of the 1st time and was guided to read a book VBAC-Vaginal birth after Caesarean. Both A and I had the feeling of complacency. We have been through a first baby so the second is a lot easier. I am sure most 2nd time parents would get what I mean.
She was born on the afternoon of October 30’2001 in Bombay. My gynecologist of 9 months who had guided me through fell seriously ill just then. I was then taken under the care of her aunt Dr M.She called me in for a routine check on the morning of the 30th as I was feeling ill and then told me to go straight away for a C-section as there was a danger of a uterine wall rupture. I was apprehensive as I knew the painkilling drugs for the C-section would impair my hearing loss further. My gynecologist was sensitive and tuned in, she told me only mild painkillers would be used. And then Anandita came into our world at 1.02 pm
The afternoon of October 30th'2001 soon after I had recovered from the anesthesia, she arrived into my arms all tiny and swaddled. She was asleep. I was tired. The night I spent with her gave me no inkling of what discomfort she was experiencing. She spent the night with me on my bed because she refused to stay in the nursery where the nurses would take care of her. The experienced nurse told me that my baby was crying when placed on her nursery bed and wanted to be with me. I cradled her and slept. So did she. The next morning we shifted into a larger room where she had a small cradle of her own. I held her as often as I could, feeding her, speaking to her, gazing at her every feature as if she was a miracle outside of me finally. Some part of my mind was already telling me something was wrong .I felt like how a mother cat feels when one of her litter is not allright.I knew that feeling there and then with such certainty that it overwhelmed me...
I shared my concerns with her paedtrician, Dr B. He was on his routine rounds and he checked her heart and heard me out. Just when he was on his way out of my room, he turned back and looked at me and simply said, ‘I would like to have her checked out. She has a heart murmur. Most babies do but in this case I would like to get an echo done.”
I think my journey began then. With that statement of his and what was to ensue.
One may wonder how I can remember each and every minute detail of what transpired that day and during that period. It remains etched in my mind with such clarity--the face of the doctor, the face of the intern who came in to tell me that my baby was in a serious condition and would not be back to the room and had been taken to the NICU, the face of the nurses looking at me with concern and tenderness, the hospital corridors and……..Perhaps these images linger on as reminders. Or maybe I was in shock.
Anandita was diagnosed on the 2nd day of her birth as having a life threatening cyanotic congenital heart defect-Transposition of her Great Arteries (TGA with VSD/ASD).It required immediate intensive care as her lungs were being filled up with impure oxygen. She also required immediate heart surgery to resolve the issue but that could not happen in Bombay.
She remained on artificial respiration for several weeks, with many attempts being made to wean her off the machine.
The only solution was a corrective surgery for her heart defect.Till then she would have to survive on life saving drugs.
The wait began..
Our lives took the usual turn. Job transfers and home shifts, new school for small A who was now 4 years old.Amit was busy with his work, me with my freelance job with a travel portal.
I conceived Anandita during the disastrous Bhuj earthquake in January 2001.I cannot say it was an uneventful pregnancy.Healthwise I was fit as a fiddle and could climb 5 storey of steps in my 9th month of pregancy.Emotionally,now when I look back it was a terrible time. My moods were difficult to comprehend. I was on a perennial mood swing, weepy, sad, and not really happy except when I was with the family. The excitement and anticipation I had with my first pregnancy was lacking this time.Normal, perhaps but not for me. I progressed through the usual ultrasounds and vitamins and pre natal exercises, stopped watching horror shows on TV and ate as healthy as possible. No craving for meat this time. I actually turned vegetarian. I was hoping for a normal birth instead of the C section of the 1st time and was guided to read a book VBAC-Vaginal birth after Caesarean. Both A and I had the feeling of complacency. We have been through a first baby so the second is a lot easier. I am sure most 2nd time parents would get what I mean.
She was born on the afternoon of October 30’2001 in Bombay. My gynecologist of 9 months who had guided me through fell seriously ill just then. I was then taken under the care of her aunt Dr M.She called me in for a routine check on the morning of the 30th as I was feeling ill and then told me to go straight away for a C-section as there was a danger of a uterine wall rupture. I was apprehensive as I knew the painkilling drugs for the C-section would impair my hearing loss further. My gynecologist was sensitive and tuned in, she told me only mild painkillers would be used. And then Anandita came into our world at 1.02 pm
The afternoon of October 30th'2001 soon after I had recovered from the anesthesia, she arrived into my arms all tiny and swaddled. She was asleep. I was tired. The night I spent with her gave me no inkling of what discomfort she was experiencing. She spent the night with me on my bed because she refused to stay in the nursery where the nurses would take care of her. The experienced nurse told me that my baby was crying when placed on her nursery bed and wanted to be with me. I cradled her and slept. So did she. The next morning we shifted into a larger room where she had a small cradle of her own. I held her as often as I could, feeding her, speaking to her, gazing at her every feature as if she was a miracle outside of me finally. Some part of my mind was already telling me something was wrong .I felt like how a mother cat feels when one of her litter is not allright.I knew that feeling there and then with such certainty that it overwhelmed me...
I shared my concerns with her paedtrician, Dr B. He was on his routine rounds and he checked her heart and heard me out. Just when he was on his way out of my room, he turned back and looked at me and simply said, ‘I would like to have her checked out. She has a heart murmur. Most babies do but in this case I would like to get an echo done.”
I think my journey began then. With that statement of his and what was to ensue.
One may wonder how I can remember each and every minute detail of what transpired that day and during that period. It remains etched in my mind with such clarity--the face of the doctor, the face of the intern who came in to tell me that my baby was in a serious condition and would not be back to the room and had been taken to the NICU, the face of the nurses looking at me with concern and tenderness, the hospital corridors and……..Perhaps these images linger on as reminders. Or maybe I was in shock.
Anandita was diagnosed on the 2nd day of her birth as having a life threatening cyanotic congenital heart defect-Transposition of her Great Arteries (TGA with VSD/ASD).It required immediate intensive care as her lungs were being filled up with impure oxygen. She also required immediate heart surgery to resolve the issue but that could not happen in Bombay.
She remained on artificial respiration for several weeks, with many attempts being made to wean her off the machine.
The only solution was a corrective surgery for her heart defect.Till then she would have to survive on life saving drugs.
The wait began..
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