Due slepogluhonemoty child is doomed to live without interaction with others, so its development is stopped.A child may forget how to walk, use a spoon, take care of themselves.
In that case, if the child had lost his sight and hearing, before he learned to read and write, he loses and speech skills.If psychological and medical examination of the child hard enough to establish the extent of his learning.
Sleponemota often the result of damage to the central nervous system, which further complicates the issue of the child's intellectual development.
task of how to differentiate a deaf-blind children from children with organic CNS lesion, a very difficult and almost not resolved at the present stage of development of diagnostic science.
often at short-term diagnosis of a child with complex sensory disorders are diagnose
incoordination, paresis, asymmetry of the facial muscles, change in reflex scope and other symptoms suggestive of complete or partial damage of the CNS, does not remain without attention of specialists.
However, this does not mean that the systematic training of the special child is not able to grow intellectually and be trained.
Thus, for accurate recognition to teach children with complex sensory impairments need high quality diagnostic tests and experienced specialists in the field of development and identity formation deaf-blind child.
psychologists to determine the learning, or learning disabilities of children with dual sensory impairments are trying to use test instruments, however, according to many scientists, this method will remain experimental, as there is no standardized methods for children and adults with a doublesensory impairments.
the early stages of trying to use tests designed for examination of children or hearing impaired or visually impaired, as well as techniques designed to study normal hearing and seeing young children.
It should be noted that a standardized survey testologicheskoe even normal hearing and seeing children does not give reliable results about learning and learning disabilities the child is not able to fully assess the capacity for intellectual development, because it does not account for individual psychological characteristics of children.
for deaf-blind children standardized diagnostics are even less productive, since among all children with a similar infringement can not find two identical children with the same skills and the same living conditions.
At the initial stage of development, and it is this period and is the basis for determining the learning of the child, he did not take the test task.
Most tests are cut off from everyday life deaf-blind child's real needs.During this period it is necessary to assess how a child uses a spoon, dresses, etc.
this kind of tests they will be accepted, as the skill to use the spoon will allow him to eat, and dressing, he hides his body from the cold.Available test tasks alien to him, as it does not lead to results, tangible for him.
is not to say that the child is not mastered speech for a certain period, do not teach, as failure to obtain the specified skill can be not only a consequence of violations of the central nervous system, but also a violation of articulation.
Before giving an opinion on the child's learning disabilities, experts still are trying to teach him first.
trial training is more important than any survey.If for a certain period, the child can learn the skills independently eat, dress, go to the toilet, it should continue to train.A trial period of training may not be less than one year.
conclusion about the impossibility of teaching deaf-blind child may be done if:
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