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Skot AND BASIC ISSUE 116 Gymnasium

Skot

Podstawowa Gimnazjum NR 116 I
C / Ignuta 28. 54-152 Wroclaw. Polska. Tel: 0713738888
Director: Maria Kostolowska Tutor: Katarzyna Mazurkiewicz

second center in carrying out practices between October 6 and October 19, 2008. Private school consisting of a total of 60 students with special needs has: the center's director, 35 teachers, speech therapists, music therapists, 2 physiotherapists, educators therapy, especially Sherbon method ....

has variety of therapeutic resources, both rehabilitation and alternative communication, transportation systems, elevators ... etc.

The main diseases reported are cerebral palsy, spina bifida. mental retardation and developmental delays.

The techniques used are: Method Sherbon, method Knill, pet therapy, music therapy as well as individual therapies, physiotherapy, speech therapy, therapeutic pedagogy ....

Here I have the support of one of the therapists and two physiotherapists center, to be a regulated school could access their classroom and see how it develops teaching these children with sensory and mechanical.

They use a variety of communication aids.

• to monitor becomes impaired.
• Bliss communication system in the absence of speech.
• communication boards with which children communicate through eye movements.
• More ...

Syphillis In The Back Of You Tongue

Valoracion de mi estancia en sesion Kindergarten

new English

As a newcomer to the city of Wroclaw, I started my practice as Occupational Therapist integration in a nursery called "Preolszkole." There I was, in principle, the principal who gave me a detailed introduction about the school and gave me the opportunity to conduct part of my internship there.

The first day I start my mentor introduced me to practice Maslarz Magdalena (special educational oligophrenia) with whom through language proficiency (English) we communicate. With your help I found the center.

Ignorance language (Polish) has been my major obstacle to communicate not only professionals but also for my contact with children. This was offset by non-verbal language regarding the treatment of children and the efforts of some of the professionals from the center to try to understand. Magdalena and Ilona Rack (downtown pedagogues) were for me a great help for his knowledge of the English language.

The center consists of 4 groups of up to 20 children in each of which there are an average of 5 children with some type of disorder (genetic, physical, emotional ...). Considered for treatment with a variety of therapies immersed in teaching so that everything happens in a dynamic and standardized.

What caught my attention is the inclusion of energy therapies in schools regulated. Dennison therapy is a good way to teach children from young to control their own emotions, your own body, a useful learning in the changes they face.

One of the most important aspect that I see as an occupational therapist is well-regulated therapies are carried out informally learning the basic activities of daily living so important in the development and maturation of the child.

Daily working dress by the obligation of costume changes for certain activities such as gymnastics, exits the park for what they have to change your shoes and put on warm clothes.

It also works food, taking place in the heart of both breakfast and lunch, work is learning how to take the fork, is corrected body position and try to alleviate the difficulties of some children. Related to this we also work hand-washing before and after each meal and brushing teeth.

Each child is assigned their own material, glass, toothbrush, towel, clothing ...
My experience there has been very rewarding, I had never seen a similar center, I think it is very important to treat the child to feel able to perform the same activities as other children his age. Professional support is very broad and each group has two professionals in charge, the teacher and educator (more focused on the treatment of troubled children.)

For me it was a great experience personal and learning, a center would recommend to any parent for the holistic and professional that characterizes him.

Hardware Performance Testing

Kindergarten Rating Scales Przedszkole
Oporowska Ul, 1. Wroclaw. Polska. Pedagogy

Therapist: Magdalena Maslarz

here are named some of the rating scales used for the evaluation of the child before implementing an individualized treatment plan is complemented always with the medical reports of derivation.

1 .- Bogdanowicz, Marta & Lubianiec, Ewa: Skale Obserwacji Zachowania (Behavioral Observation Scale).

Scale developed to evaluate the performance of children participating in the activities of the method (Development Movement) Veronica Sherborne. With this scale value:

• Knowing the parts of the body.
• response to exercise.
• Expression of emotions.
• Sense of humor
• Response to the close physical contact.
• Response to the touch.
• stereotypies in behavior.
• creativity.
• attitude in school.
• Contact with another person.
• Response to the accession of activities.
• Response in the collective game.
• Relations with other children in the game.
• Response adults in the game.
• La Actividad fisica en la clase.
• Eficiencia handle.
• capacidad de relajación.
• Habilidad couple enfocar.

second - Center wichowawczo Methodological guidance and professional. Ministry of Education: P odrecznik the inventory of Primary PAC Pac Pac 1 y 2 y Gunzburg to assess progress in social development of mentally handicapped (manual para el inventario Primary PAC, PAC 1 y 2 Pac Günzburg couple Evaluare los progresos en el desarrollo social de los discapacitados mentales)

The scale of Social Development, Progress PAC Gunzberga - this is a useful tool to measure social progress in developing mental health problems and different degrees (PPAC, PAC-1 and PAC-2), the use of different versions of the scale Gunzberga to continue working with the test, help with special facilities for mentally disabled SOURCE

3 .- Centralny Osrodek Metodyczny poradnictwa wichowawczo-zawodowego. Ministerstwo Edukacji Narodowej: Metody w PAS PAC I spolecznej rewalidacji uposledzonych umyslowo (PAC and PAS method of social rehabilitation mental disability)

4 .- Opracowala Elzbieta M. Minczakiewicz: Karta Badani Motoryki Artykulacyjnej (letter driving joint research)

5 .- E. Doll: Skala Dojrzalosci Spolecznej (Social Maturity Scale)

Scale Social Dojrzałości Edward A. Dolla - was created in 1935, based on research in the mentally handicapped, and the intelligence quotient, often a person with a lower level of intelligence can cope with life better than another person with superior intelligence ilorazie (after Bol in Mary Bernadette Johnson, Boris). Dolla Skala umożliwia stosunkowo dokładną ocene dojrzałości społecznej wieku. Dolla allows relatively accurate assessment at the age of social maturity. 117 Zestaw czynności podlegających ocenie opiera statystycznej częstości się na ich w kolejnych grupach występowania wiekowych. A set of 117 measures to be evaluated on the basis of statistics of frequency of occurrence in the age groups.

trials included in the scale allows you to: general wit, ingenuity during food preparation resources during the dress is an attempt to transport, ability to cope with the fun and work, communication skills, independence and uspołecznienia. Sklada się na wynik ogólny sum punktów, które się za pomoc przelicza tabeli dojrzałości społecznej na Wiek. The overall result consists of the sum of the points that are converted using the table at the age of social inclusion. Wiek Natomiast dojrzałości społecznej przez mnożony 100 daje Iloraz Dojrzałości Społecznej. In contrast, the age of social maturity multiplied by 100 gives quotient Social Dojrzałości.

6 .- Baran, Joanna: Zabawa Therapy czyli usprawnianie psychoruchowe dziecko z zespolem mozgowego porazenia dzieciecego (Manual for the improvement of hyperactivity in children with concussion)

7 .- Schopler, Reichler, DeVellis & Daly: CARS Childhood Autism Rating Scale (Rating Scale Childhood Autism)

This diagnostic screening tool is designed to assess the degree of autism in children with developmental disabilities. Identify children with autism and distinguish them from those with disabilities development that do not have autism. Scale is considered a high discriminative power. It consists of 15 items, scoring from 1 to 4. Children are classified by severity of symptoms: no disorder (15 to 29.5), autism, moderate (30 to 36.5) and severe autism (37-60).

8 .- Ayres, J. : Southern California Sensory Integration Tests (Inventory of Sensory Integration Tests of Southern California)

This is a descriptive diagnosis and test performance that is administered individually. For clinical use with children who test can be applied with learning or development patterns and irregular behavior. Discriminate between children with sensory, integrative and learning and those that work well. For ages 4 to 8 years 11 months. The test instructions may be given non-verbally. No verbal response is required. Standardized native alngloparlantes no known language disorders. The edministración of tests requires skill and practice. The interpretation requires knowledge of sensory integration and practice. SIPT replaces the California Sensory Integration Test (California Test of Sensory Integration). The completion of the test requires the use of paper and pencil, and repetition blocks of movements shown or directed by the test administrator.

9 .- Minczakiewicz, Elzbieta Maria. : Kwestionariusz I do stanu Badani stopnia ustalania Rozwoju umiejetnosci komunikacyjnych I jezykowych u dzieci z glebsza niepelnosprawnoscia intelektualna (state questionnaire to determine the level of development of communication and language in children with profound intellectual disability)

09/17/1908

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Speech Therapy. Kindergarten

Mihau therapy.

here shows the development of a pedagogy sessions that took place Jola Skupska the speech with one of the guys in the middle.


Mihau is 7 and goes to day care of integration. You will be marked at two-weekly sessions of speech therapy in addition to other complementary therapies are also involved as music therapy or Sherbon. Psychomotor retardation Mihau has not framed any specific diseases, alcohol consumption blamed the mother during gestation. The activities carried out during the session are:

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Therapy Knill'a Preszkotle

Knillów Marriage, creators of the method, worked with people with disabilities, leading to the conviction that a therapeutic program organized properly can arouse a lead in most of people with disability.

is based on the assumption that the main sensory channel is the body, touch sensitivity depends on the ability to get in touch with the environment. This in turn is the basis for the development of skills within it.

The principles of communication between children and adults are expressed through touch. In the specific exercises and coordinated with the music, the child learns his own sense of body and is open to the experience of contact with the environment.

Activities

Program consists of several parts:

• First program: focus on exercises upper body
• Second Program: focuses on the lower body.
• Third Program: requires greater efficiency of the participants, mobility, coordination and attention.
• fourth program: if the child is capable of producing a record own initiative (eg, dance).
  

The exercises are accompanied by a special music that is coordinated with movement and helps to capture the attention of child and facilitate their learning by association (music-movement).

An important element in the implementation of the programs is the use of the therapist's voice, words and intonation, eye contact so as to encourage children to initiate and maintain activity. Another important function of the therapist is to offer the child a physical medium in which to feel safe (when the child is based on the back therapist.)

base programs focus on feeling different parts of the body through various activities, children gain greater mobility, coordination and awareness of their own body.

in kindergarten are held two sessions per week with each of the groups in the center (4 total, 3, 4, 5 and 6 years).

although therapies are conducted in a group are custom (one therapist for each child), and only done with those students with some type of problem (dystrophy, autism, hemiparesis, emotional disorders ...).

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Musicoterapia en en Kindergarten Kindergarten

This therapy is performed twice weekly for 50 minutes. It begins Class controlling movements into the rhythm of the music, when the therapist plays the piano slow movements must be slow and when it does accelerate faster movements.

also works the body schema and the pitch of musical sounds. The session ends with several minutes of relaxation using the method Shuztz (stories for children in which one works by relaxing stimulation also noble).

After relaxation, free movement to release tension, trying to move all parts of the body and occupy the largest room space. (Music and psychomotor: common elements)

individual music therapy session

Held in the sensory stimulation room. The session is in conjunction with two users with autism syndrome (Adam and Martha).
The music is accompanied by different systems using visual stimulation at on of colored lights that are combined with movement.
At the end of the session is started, all the lights and the music changes, is more energetic. (Star words). Important work session
those with auditory hypersensitivity.

General objectives of music therapy sessions:
Develop non-verbal communication
Improve self-knowledge through the creation and expression
· Experiencing and learning about new forms of expression
• Working qualities such as empathy, listening and Pending

Music Therapist: Darek Banaszczyk

Private Consultation: Ul 45B Jednosci Narodowej

Furdo information: www.muzycznaterapia.pl

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Therapy Dennison. Kinesiology

Educational Kinesiology is a learning system developed and integrated education to achieve excellence in learning, communication and mind-body integration and optimal intellectual performance is based on thorough clinical investigations conducted by Dr. Paul E. Dennison and his wife Gail Dennison.

My first contact with a kinesiology session was on 26 September 2008, is carried out with the group IV Przedszkole kindergarten (children 6 years old), there were difficulties in the maintenance of attention in children with autism spectrum syndrome.

The session is taught as a game in which repeated reinforcing exercises, intended to incorporate the children to their normal lives in order to control their emotions and improve their capabilities.

After the session you do any activity they can demand more care and creativity by children more likely to be centered and after therapy.

With the method Dennison help balance the brain hemispheres achieving greater coherence and a positive physiological response.

Some EXERCISES DENNISON we did were:

• infinity symbol with your finger on track a monitoring role in maintaining eye.
• Elephant Movement for listening: standing with your feet stretched his arm and touched his arm with his right ear, takes his arm in an imaginary midline and right are left drawing circles and the infinity symbol in the air.
• brain activation Points: placing your thumb and finger of one hand on a point 4cm below the collarbone and fingers of other hand are placed on the navel, at 2 minutes, exchanging the positions hands. Important point of stimulation that triggers the thought bringing clarity.
Language
• stuck to the palate: has a calming effect and helps to synchronize the waves of the cerebral hemispheres.
• point to balance the yin: one hand is placed in the midline above the pubis and one on the chin.
• harmonize Contact: clasping the fingers of one hand and place on the navel, on the other hand is placed behind the mastoid bone.

For more information about the method see:

Zbiorowa, Prace (2002) Tworcza Kinezjologia Propozycje dla w Praktjce Kazdego. Warsawa: KINEDO
Faith Wordsworth, Chloe (2005) Holographic Modalities for Transforming Resonance Repatterning Patterns. USA: HR Publishing

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Kindergarten Kindergarten.

Przedszkole z oddziałami integracyjnymi Nr 89 im. Juliana Tuwim

Oporowska Ul, 1. Wroclaw. Polska.

First center to which she came to the realization of my practice in Poland. It consists of a nursery in which the last 4 years is given to children with various disorders making it a nursery of integration. The school is organized into 4 groups of 20 children each from different ages, each group consists of 5 children with some kind of pathology.

human resources are there in the center are:

• 4 Therapists (Educators therapists)
• 2 1 Speech Therapist
• 8 teachers (part-time schedule)
• 1
Music Therapist 2 directors

is important to note that occupational therapy is a qualification that does not exist in Poland, so my contact has been with educators. To work in these centers is to have staff specializing in mental handicap for what they have to study a total of 7 years in order to access these jobs. (5 of pedagogy plus 2 more of the specialty)

They have a lot of resources so as

individual therapy room psychomotor room


sensory stimulation room

Classrooms group therapy room

The

therapeutic techniques with which the center account and I'll talk later are

• Knill Method
• Sherbon
  Method Method
• Dennison (Kinesiology)
• Therapy Corrective Gymnastics Rhythm
• individual therapies music therapy, pedagogy, psychologist, speech therapy.

(Ire talking about them throughout the blog.)