I'll try to respond to a comment that someone hung over in the previous post. Virtue or defect
As yet I am criticized, I am thinking and rethinking things a thousand times, always try to be as current as possible because everything is going global as I like the feature statistic.
When we made the decision to adopt Ander, started to study and form, we see the kinds of stimulation, we talk with psychologists, therapists and doctors in the SD. During our training period we sent Anderson to stimulation, fisioterapeura and speech therapist. I have to be noted that Anderson arrived in peculiar conditions and also had to adapt to their new environment, which was quite contentious.
The framework psychologist, therapist, physio and speech therapist, in addition to being stressful for the investment of time, eventually became a serious family problem, all our schedules and our general life revolved around Ander specialists without certainly the hardest hit was his sister who had to foregone or play time to be with a parent. So our first poblem appeared.
A posteriori and a put at the beginning, I love the statistics, so to a general assessment of results at both individual and enforcement of community objectives and the results are far from predictable.
On the other hand, there were things that did not stop surprising me, as fixed variables provided to children with SD (walk over two years, talk about the four, with children five years is recommended to repeat a course to reach a level proper maturation, slow to make the clip, take long to chew or eat alone, the average to get control of sphincters was one years ...). The stimulation exercises to individually tailored to the forecasts and based on repetition, something illogical in my opinion especially if you relate the DP with attention problems. The average of the sessions were about 45 minutes. Ander half began to get nervous.
One day repeat the exercises in a session with my daughter, the result was that after 15 minutes I was bored and restless and not down.
Of all the methods and theories on which I was formed, including the famous Doman method, kumon, etc, have a common basis to develop children's confidence in itself, the concept of personal responsibility and work habits. The Doman method goes much further: based on the premise that the differences between some children and others must be f
undamental the environment since birth all children have the same potential.
is, all current theories and to test their results statistically clear commitment to the importance of the environment, something that we were not working with the child and Senot much because it lacked capacity for imitation. It seems absurd
stagnation in the work methods and lack of use of new technologies, something surprising when this is the generation of remote control.
On the other hand, saw learned as a child repeatedly losing their freedom of action and the potential development of the thought process is, the action plan and overcome barriers between what is and what is projected.
knew that at the University of Malaga was conducting a research project, parallel to other European cities was based on various authors. The investigation had so far obtained unexpected results. What I Atreia
the project was on the one hand it was a work of research, all research involves development, method, training and constant updating.
addition coincided with its basic principles: 1) every human being has the ability to learn, 2) the PR is an educational project for all the world 3) the PR was born out of concern segregation 4) the PR tries to change, qualify, and transform the contexts people , 5) the PR is both research and intervention, 6) the PR does not accept that there are two educational models of exceptional people and their hermanos.7) is a project of life and culture is based on diversity.
Several authors recognized that underlie the PR as: Vygotsky. Vygotsky's theory is based mainly on the socio-cultural learning of every individual in the environment in which it develops. Vygotsky considered learning as one of the fundamental mechanisms of development.
In his opinion, the best teaching is that forward to development (basic concept, I do not think in such terms as "not ready, learning is what prepares). Vygotsky introduces the concept of 'zone of proximal development 'which is the distance between the actual developmental level and the level of potential development. To determine this concept is to have two aspects: the importance of social context and the capacity for imitation (which is lost in individual therapy).
Knowledge is not an object that is passed from one to another, but it is something that is constructed by operations and cognitive skills that induce social interaction. For Vygotsky,
the development of higher psychological functions is given first at the social level and then at the individual level.
Currently there are more cases of adults with SD who did not achieve goals of personal autonomy, ie
educational method A does not work, has historically chosen a wrong line of education, not me, they say the statistics and scholars. This demonstrated that we all develop, therefore, produce smart growth. Furthermore
learning should be cooperative and supportive, all learn with the help of another
, learning does not must be understood as a collection of content but as a means to provide strategies and that children are participate and enjoy this construction.
To better understand what education is based on the project Rome, hang an example of Dr. Melero:
"Suppose Alvarito is a child with Down syndrome.
We know that people with Down syndrome have altered all their cells, all their
systems, especially the nervous system, probably more from a view
of structural functional, and it certainly is going to condition their
cognitive skills. But the real fact is it
Alvarito permanent or is it temporary? This is the first major issue to resolve
Alvarito education. If at that time, with 0 years, we thought that as Alvarito
has altered all their systems, because it would have said
experts in medicine and psychology (diagnosis), not worth
seek a quality education, then when, with a simplistic model of education,
Alvarito organic deficit is growing. Moreover, precisely because it offers an educational model
simplistic Alvarito must receive a complimentary
terapias.Sin series but on the contrary, the thinking is that
certainly has Alvarito altered cells, but
hopes that through education is to produce a qualitative change in
Alvarito, from that moment began to be considered as an intelligent . Already
Alvarito is not considered 'a thing but an ongoing process. " In this case the educational route
change. This first time is essential, fundamentalism, because it is considered or the onset of the deficiency or start the reconstruction of the deficiency to competition (
educational lines A and B, completely opposite). all depends if you are educated to become a smart person or you terapeutiza as its deficit. is as easy or as difficult as
say that this human being called Alvarito is or is not competent
to learn. From that moment we can not develop their
be smart. "
I will hang another piece of text Alvarito, because sadly in my environment was a reality:
" For example Let's go back to the day of birth and suppose Alvarito
that day in the room where his mother is another mother who also, like his
has just given birth to another child.
possible behaviors and attitudes of family and friends would be:
a) The mother has taken Alvarito one day to meet you.
were doing tests. The other mother has taken him away.
b) When you have Alvarito father said his son has Down syndrome and
not know how to tell his wife.
c) At the end he says between sobs and tears. Since that time rather
of congratulations and joy from family and friends are almost words of sorrow and sympathy which the mother receives. While in bed
Mom's side are, of course, flowers, cards, joys and
from time to time, a gesture toward the mother of Alvarito penalty.
d) Finally Alvarito bring him to his mother. He has spent more than a day. With
difficulties take the mother's breast. At the end will not give you chest ...
e) go home with the message that doctors have given hardly
Alvarito that will develop as the rest of their children. And
it is best to get in touch with a center for early
stimulation. The other child will have an early education from all
stimulation and caresses of the family.
f) Alvarito starts a process where you have to put in each
times their worth, because input and you have marked your destination:
not competent to learn.
g) The relationship of parents and family in general, from giving him
feeding or food, asearlo, bathing, walks and outings, visits to the pediatrician,
etc, etc, will be from very negative attitudes and behaviors
or more negative than the baby born the same day as him.
h) period begins therapy and more therapy to get to the nursery.
i) notify the daycare that your child will be slower than other children
.
j) And so on early childhood education and more of it here.
was even advised to repeat a year and not go to primary school until they have acquired
'do not know what skills and knowledge'
k) order becomes primary. Can not read, and read no matter if
can and if not, nothing happens. Curricular adjustments are made if not already the child has since
.
l) and finish primary school and has not achieved the cultural content
all dominate their peers.
m) Go to Secondary and generates a great conflict in the middle. Alvarito
can not continue in that class.
What I mean by this is that both the intelligence and the failure
are built depends on the world of relationships established between people
exceptional and the contexts in which they operate.
Ultimately Alvarito smart growth depends on the response
education, if you are offered a special school or special education classroom or any situation of segregation
Alvarito end up being educated for dependence
without being a person with autonomy, however if it offers other educational response
where Alvarito can learn from others,
Alvarito be educated and be an autonomous being. Not me, says Vygotsky "
(Dr. Melero)
Obviously the process is more complicated and the training also is a simplistic way would be the theoretical basis of PR.
Anómimo, the question of whether Anderson will stimulation, answer is no. There's a world of possibilities in their environment school (does not take up space and has no support SEN), home, friends. I wonder if my daughter would educate as if there were no Ander, the answer is no.Gracias Ander all learn to aprender.Y learning to learn is to think and to think one must use the logical process of thought.
Asked if I do not see differences with other children their age, the answer is yes, does not speak in certain settings because it is basically out of shame vocabulary, phrases are less developed, simpler, diction is not good, the language will limited to certain games in the group, but on the other hand is more competent in many aspects, dress, eat alone, not wearing diapers or night, knows all the chores, respect routines, likes to do chores and emotional level is very receptivo.Y on other things at the same level as other children: is contrast, loves soccer, Dora the Explorer and Sponge Bob, run and something mentirosillo.
The other day between all decided to prepare each his omelet before you have to think: what do we do?. What do we know how?, What do we need? How do we split the tasks?. We had a great time together, did all kinds of exercises in fine motor and cognitive development, it was a repetitive task, we define the eggs, we found that out of the hen, the color, form. .. take this opportunity to communicate, we took a step to empower children and best of all we came out delicious tortillas.
On Tuesday Ander wrote the name of mother, that if the space between letters was considerable.