REHABILITATION CENTRE (RC)

OCCUPATIONAL THERAPY

Occupational therapy (or OT) helps children who have a physical, sensory, or cognitive disability to carry out everyday activities like brushing their teeth or wearing clothes or putting on shoes and socks.

It helps children with special needs to be as independent as possible or aids a child who is returning to school after a long illness or severe injury.

Some people say a physical therapist will get you where you are going, but an occupational therapist helps you out when you get there. An occupational therapist is a graduate or post graduate from medical college with special skills of occupational therapy.

Everyone has an occupation or job.  

A child's occupation is

to grow to learn,

do schoolwork,

and play.

Some occupational therapists help children to create alternate ways to play popular games they might otherwise miss out because of their illness or injury. Many work with children who need help with their handwriting or in developing learning strategies to help them remain focused in class and get their homework done.

Main focus on Physical and Cognitive development of a child.

·         Physical development: mainly related with muscle, joint, postural alignment, balance, gait, etc. splint is also given if necessary

·         Cognitive development related with understanding, body awareness means self-awareness, social, communication etc.

Visiting the Occupational Therapist

It's important to remember that OT is different for every person. No two people are alike and no two treatments are the same either. The occupational therapist will come up with a plan. Often, that means breaking an activity into several smaller parts, just like learning a song note by note.

For example, if you want to take a bath

you might first learn how to turn on the water, then adjust the   temperature,

find the soap and towel, and finally, take the bath.

Once the plan is made, then all it takes is practice, practice, and practice.

 

FAQs about Occupational Therapy

Who Needs Occupational Therapy ?

The children who have difficulty developing regular physical mental milestones, performing everyday activities like dressing, tying shoes, feeding themselves, paying attention, writing, drawing, or coloring in the lines.

Occupational therapists also may help children with autism learn how to interact with others, or might help kids with sensory processing disorders learn ways to interact with their environment in a more comfortable and appropriate way.

An occupational therapist also refers aids and equipment like slings or splints to provide support to different parts of the body. They can help you find devices that make it easier to do things like opening a jar, putting your shoes on, or eating and grooming.

How Long Will My Treatment Last?

Because occupational therapy is unique to each person and every kid learns at his or her own speed, treatment may last a short time or a long time. Some kids find their needs change as they get older or change schools. They return to the occupational therapist to figure out new ways of coping with problems or to master a new skill.

Kids can help speed up treatment by following the instructions of their occupational therapist. It's important to work hard and practice on your own. Some activities or exercises may look weird but they all have a purpose. If you want to know why your occupational therapist has you doing a specific action, ask, "Why are we doing this, and how will it help me?"

And with time and lots of practice, you will see all that hard work pay off.

SPECIAL EDUCATION

Special Education is that component of education which focuses mainly on cognitive concepts, picture recognition, picture reading, pre writing skill, social skills, communications, pre academics, academics.

It employs special instructional methodology (Remedial Instruction), instructional materials, learning-teaching aids and equipment to meet educational needs of children with specific learning disabilities and difficulties. Remedial instruction or Remediation aims at improving a skill or ability in a student. Techniques for remedial instruction may include providing more practice or more explanation, repeating information, and devoting more time to working on the skill.

Special educators are the professionals who are completed D.Ed. /B.Ed. /M.Ed. from University in Special education.

Special Education can be provided to the child as:

• one to one setting outside or within his/her formal educational environment.
• Pull-out service where special remedial, therapeutic, or enrichment services can be provided to students outside the regular classroom which is referred to as Pull-out services.
• Inclusive model

An Inclusive Model of education would imply educational provision for individuals with special needs within the educational system where these children study side by side with their mainstream peers, so as to enable them to develop to their full potential. Inclusion is an educational philosophy aimed at "normalizing" special services for which students qualify.

Inclusion involves an attempt to provide more of these special services by providing additional aids and support inside the regular classroom, rather than by pulling students out for isolated instruction. Inclusion involves the extension of general education curriculum and goals to students receiving special services. It involves shared responsibility, problem solving, and mutual support among all the staff members who provide services to students.

One aim of inclusion is to reduce the removal of students from the regular classroom when the same intent of service can be provided within the regular classroom.

The modifications incorporated for a child with specific learning needs maybe-

 

Accommodation:

An adjustment made to an environment, situation, or supplies for individual differences.

Adaptation:

A change in what students do or a reshaping of the materials students use. Adaptations are essentially the same as modifications, but can specifically refer to the materials and equipment student's use to aid in learning. Enlarging the print on a worksheet and audio tapes for learning non-verbal sounds etc. are example of adaptations.

Cognitive learning:

The area of learning based on knowledge and reasoning; also called academic learning.

Compensation or compensatory instruction:

Instruction aimed at tackling a problem or an area of difficulty. Techniques for compensatory instruction include the use of alternative instruction, alternative techniques, and adaptive equipment.

 

Co-teaching:

In a classroom, instructional and classroom responsibilities are defined and assigned, and some type of co-planning is involved. ( shadow teacher)

 

Transition services:

Training, skills, support, or instruction identified as necessary to help a special child move successfully from a pre-school level to school setting.

 

Special educators at Aakar work with

mentally challenged children or children with autism, primarily teaching them life skills and basic literacy.

children with mild to moderate disabilities, using the general education curriculum, or modifying it, to meet the child's individual needs.

Students are classified under one of the categories, and special education teachers are prepared to work with specific groups. They provide programs for specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health impairments.

 

FAQs about Special Education :

How do the special educators work?

Special educators use various techniques to promote learning. Depending on the disability, teaching methods can include individualized instruction, Problem-solving assignments and small group work.

Special educators help to develop an Individualized Education Program (IEP) for each special student. The IEP sets personalized goals for each student and is tailored to the student's individual needs and ability.

Teachers work closely with parents to inform them of their child's progress and suggest techniques to promote learning at home.

They are involved in the students' behavioral, social, and academic development, helping the students develop emotionally, feel comfortable in social situations, and be aware of socially acceptable behavior.

Special educators consistently communicate with and work together with parents, social workers, school psychologists, speech therapists, occupational and physical therapists, school administrators, and other teachers.

 

  

 

SPEECH THERAPY

A speech and language therapist is a trained person, who works with a child to improve the child’s speech and language skills.

Speech Therapy focuses on receptive language, or the ability to understand spoken words and expressive language, or the ability to use words to express oneself. Intervention at around 1st year of life.

They deal with speech and language development with the help of audio visual aids.

Visiting the Speech Therapist

Research highlights the importance of early intervention, very often the Speech and Language Therapist will be involved with early intervention. This will sometimes involve direct work with your child and at times will involve working with you on strategies to support his/her communication.

Approaches, which may be introduced to this age group, may include:

• Picture Exchange Communication System (PECS)
• Non-directive Language Therapy (Special Times)
• Early group work
• Introduction of the TEACCH approach
• Structured language programmes
• Increasing predictability
• Emerging literacy
• Ways to Enrich Language

Play Activities- Some play activities lend themselves to enhanced language interactions. Games, dramatic play, block play, songs, and stories can all be focal points- with the adult being the catalyst for productive communication.

Self-care Activities- Waiting in line to use the sink or bathroom is a perfect opportunity to enrich language. Tell stories, make up rhyming words, sing the alphabet song while you wait, count fingers, toes, or the number of children, and talk about colors.

Eating Activities- So much conversation can happen around an eating activity. Sitting around a table with other children as an adult peels an orange, cuts an apple, or divides portions can be powerful language stimuli. Conversation about sizes, shapes, colors, favorite foods-any number of topics are natural topics of conversation.

Classroom Activities- Reading books, acting out familiar stories, making rhymes, singing songs, having children make up stories and "write" books are not new activities, but they certainly promote language and speech.

.

FAQs about Speech Therapy

Who Needs Speech Therapy?

A Child with speech disorder is any condition that affects a child's ability to speak. Articulation (mispronunciation) problems and stuttering are examples of speech disorders.

Sometimes speech therapists work to improve other oral (mouth) problems, such as eating or drinking difficulties.

Here's a list of terms commonly used to describe speech and language problems:

Receptive language

is a child's understanding of the information she receives-through spoken, signed (if she is deaf), or written communication. An example of receptive language is when after being asked, "Where's the kitty?" a young child looks around and points to the family's cat.

 

Expressive language

is a child's ability-through words, sign language, gestures, or by written word-to communicate with other people.

Speech

is the most common way of expression. A child's questions, information, and feelings are communicated through speech. Delays in this area may be due to physical or mental disabilities, or the child's environment

 

 

 

Khushi – Child and Parent guidance centre.

In Oct.2004 our Trust started Child – Parents  Guidance Centre (Khushi) , where children having scholastic or behavioural problems are given counseling by trained professional staff.

Khushi offers guidance to children and parents of children who are at the risk of experiencing emotional, academic and behavioral problems which hamper their overall growth.

In the present hustle and tussle the problems of adolescent children are on the increase.

Problems treated through Psychological therapy, Psychiatric intervention, Behavior therapy Parent’s skill training and teachers’ sensitization programmes are also conducted.

Psychological Therapy

The psychological therapy will aim to improve parent behavior, parent mental health, child behavior/disability, child mental health, child symptoms and family functioning.

 

Why do Children and Teens Need Therapy?

Children and teens need therapy when they have problems they can't cope with alone. Or they need help when problems affect how well they do, feel, or act. If things don't get better on their own, kids may need therapy so things can improve. Sometimes, entire families need support while trying to communicate, learn, and create boundaries.

Psychology therapy helps for kids:

• Improve cognitive level
• Improve attention spam
• Handling Emotional disturbance
• Handling high distress
• Difficulty in concentration
• Poor impulse control
• Restless
• Improve social skills
• Learning difficulties
• Vocational guidance
• Psychological testing(IQ, Career, CARS, Projective testing, Interest testing)

How Does Therapy Work?

In therapy, kids learn by doing. With younger kids, this means working with the whole family, drawing, playing, and talking. For older kids and teens, therapists share activities and ideas that focus on learning the skills they need. They talk through feelings and solve problems.

Therapists give praise and support as kids learn. They help kids believe in themselves and find their strengths. Therapy builds helpful thinking patterns and healthy behavioral habits.

A therapist might meet with the child and parent together or meet with the child alone. It depends on the child's age. A therapist might also meet with a parent to give tips and ideas for how to help their child at home.

How Long does Therapy lasts?

How long therapy lasts depends on the goals you and your child's therapist have. Most of the time, a therapist will want to meet with your child once a week for a few months.

What Happens in Therapy?

At first, the therapist will meet with you and your child to talk. They will ask questions and listen. This helps them learn more about your child and about the problem. The therapist will tell you how they can help.

After that, your child will go to more therapy visits. At these visits, your child might:

·         Talk. Talking is a healthy way to express feelings. When kids put feelings into words instead of actions, they can act their best. When someone listens and knows how they feel, kids are more ready to learn.

·         Do activities. Therapists use activities to teach about feelings and coping skills. They may have kids draw or play as a way to learn. They may teach mindfulness and calm breathing as a way to lower stress.

·         Practice new skills. Therapists help kids practice what they learn. They might play games where kids need to wait their turn, use self-control, be patient, follow directions, listen, share, try again, or deal with losing.

·         Solve problems. With older kids and teens, therapists ask how problems affect them at home, at school. They talk over how to solve these problems.

How Can Parents Help?

You can do things to help your child get the most from therapy. Here are some of them:

·         Find a therapist you and your child feel comfortable with.Your child's health care team can help you find someone.

·         Take your child to all the appointments. Change takes time. It takes many therapy visits for your child to learn new skills and keep them up.

·         Meet with your child's therapist. Ask what to do when your child shows problems at home. Ask how to help your child do well.

·         Spend time with your child. Play, cook, read, or laugh together. Do this every day, even if it's only for a few minutes.

·         Parent with patience and warmth. Use kind words, even when you need to correct your child. Show love. Give praise when your child is doing well or trying hard.