Improving the lives of children with special needs

At first, as we used to tell you about all the developments of our children at Noor Rehabilitation Center, here we present to you the autism program, learning difficulties and speech therapy, where the most important rehabilitation steps that we followed, which is a 6-month work plan for the following cases: Sarah, Qusai, Jujamil, Qandil, Abd, Qasim , inaam and bilsan . For Autism Spectrum, Movement Syndrome, Perception of Behavior and Sounds for Language and Speech

The qualification stages consist of three main points:
First, family counseling
Second - developing language alert skills
Third - Optimum acoustic conditions and good planning for the development of audio-visual skills

First - Family Counseling:
o Explain the dimensions of the problem, the degree of weakness and the cause, and provide genetic guidance if the cause is genetic.
o Identifying the negative effects of hearing impairment on language, psychological and educational aspects, and social abilities.
o Understand and accept the problem in a correct manner in order to mobilize efforts for effective participation in rehabilitation programs.

Second - Develop language alert skills:
When rehabilitating the hearing-impaired, they should be taught language skills, which are many, including the skills of perception, discrimination and auditory skills, in order to improve their language.
A- Perception:
Perception is the center of cognitive abilities. For example, when you want to teach the child the word flower, he must see the flower, hear its name, touch it, and smell it, and when he sees the orange, he must taste it as well, in the sense of realizing what it is and recognizing it to facilitate the formation of a mental image of it, to store it after processing it and then give it a symbol ( A word) that can be referred to and used when needed for the purpose of communication.
b- Recognize the sounds:
Children are taught this skill by showing sound models of various sound frequencies, and explaining them to them by their names and the sound they speak, and then they are used in a practical exercise; That the child performs an action when the sound is heard and stops that work after the sound disappears, noting that the trainer does not see the sound while making the sound.

C- Determining the source or location of the sounds:
In continuation of the previous skill and after gaining the ability to recognize the presence or absence of sound, children can begin to identify the origins of sounds in terms of direction and location.
D- Distinguishing sounds:
Learning to distinguish, recognize, and imitate sounds is a necessary skill for the development of listening skills affecting language learning. As the patterns of sounds are diverse and one should learn to distinguish between them, such as: household appliances, toys, animals and birds, machines and engines, family members' voices, musical sounds, letters, words, short phrases, sentences. A set of skills should be acquired to help the development of distinguishing sounds, including:
o Distinguish familiar environment sounds.
o Distinguish a sound from a group.
o Distinguishing different sounds.
o Distinguishing similar sounds.
or imitation of sound.
o Executing the voice command.
o Matching a sound to a picture.

Knowing that we adopt a collective and individual action plan for each case, and that depends on the diagnosis, the development of the case and the treatment plan

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