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Parental counseling is a service that aims at providing the required tools, guidance, knowledge and support to parents without them having to worry about being judged, in an unbiased, healthy manner. Through parental counseling, parents become more equipped to take care of their family, especially their children.
Child counseling is a type of therapy that focuses on young children, teens, and adolescents with one or more mental illnesses. It also provides aid to youths, who have experienced trauma, and/or who are experiencing a dysfunctional or stressful home environment.
Many of the issues these children face mimic the issues adults face in their day-to-day lives. Some of these common issues include anxiety, depression, and grief. The goal of child counseling, however, is to break down problems into manageable parts, so children can better understand and cope with them.
An assessment in special education is the process used to determine a child’s specific learning strengths and needs, and to determine whether or not a child is eligible for special education services. Assessment in special education is a process that involves collecting information about a student for the purpose of making decisions. Assessment, also known as evaluation, can be seen as a problem-solving process (Swanson & Watson, 1989) that involves many ways of collecting information about the student.
Evaluation "is a process that involves the systematic collection and interpretation of a variety of information on which to base instructional/intervention decisions and, when appropriate, classification and placement decisions."
Special education serves children with emotional, behavioral, or cognitive impairments or with intellectual, hearing, vision, speech, or learning disabilities; gifted children with advanced academic abilities; and children with orthopedic or neurological impairments.
Special education serves the needs of those children who have physical, mental behavioural or sensory characteristics that differ from the majority of children such that they required special education and related services to develop to their maximum potential. This may include children with very high intelligence.
Special education implies instructions designed to respond to the unique characteristics of children who have needs that cannot be met by the standard school curriculum.
Fine motor and gross motor skills assist the development of the small muscles of the body eg hands, fingers, feet, toes, face
fine motor skills helps child’s to improve daily living skills eg. eating, dressing, writing etc
Motor skills are skills that enable the movements and tasks we do every day. Fine motor skills are those that require a high degree of control and precision in the small muscles of the hand (such as using a fork). Gross motor skills use the large muscles in the body to allow for balance, coordination, reaction time, and physical strength so that we can do bigger movements, such as walking and jumping.
Speech is the most efficient and frequently used mode of language expression. Speech is a set of verbal codes, the commonest codes are spoken words. Words are combined in specific ways to convey meaning. Speech is produced with the help of speech mechanism structures like tongue, jaw, lips, ect. in a complex coordination with the nervous system. Speech based on the language is useful. Otherwise it may sound meaningless.
When do we call speech and language as normal ?
Speech and language are abnormal when these criteria are not met. Due to the deviation from above said criteria, communication becomes unpleasant and difficult to understand.
What are the common speech and language disorders?
⦁ Language disorders : Persons having difficulties in understanding and expressing symbols (eg. Words and / or signs)
⦁ Articulation disorders: Person having difficulties in speech and sound production.
⦁ Voice disorders: Person having abnormalities in pitch, loudness and quality of the voice.
⦁ Fluency disorders: Persons having problems in smooth flow of speech utterances.
The theory behind using OT to improve handwriting is by allowing the child to play, write and learn through various sensory inputs, meaningful activities and writing programmes, which will develop the underlying skills needed for successful handwriting.
Use these handwriting activities to help kids work on and improve handwriting legibility with fun ways to work on letter formation, line use, and placement.
Being physically active each day is good for all children, including children with disability. It’s vital for children’s health, wellbeing and development, now and in the future.
Physical activity:
strengthens children’s bones, muscles, hearts and lungs
improves children’s coordination, balance, posture and flexibility
helps children stay at a healthy weight
boosts children’s immune systems
reduces children’s risk of high blood pressure, anxiety, depression etc.
Personal Hygiene such bathing, grooming and oral care.
*Dressing including the ability to make appropriate clothing decisions.
*Eating, the ability to feed oneself although not necessarily prepare food.
*Maintaining Continence or the ability to use a restroom.
Group therapy gives therapists an opportunity to see how kids relate to one another in a group setting. For kids struggling with social anxiety, poor social skills, or inattentiveness, the group setting offers the therapist a chance to help kids work through their obstacles with other kids as they occur. Group therapy can also be a source of support for kids dealing with grief, bullying, anxiety and depression, and other mental health issues.
Group therapy is effective. One meta-analysis of 56 studies found that kids or adolescents treated with group therapy were better off at the end of treatment than 73% of those who were not.
When a child struggles with social interaction skills, parents often seek help to improve the child’s ability to communicate and connect with others. In individual therapy, the child will work on specific goals to address these skills. An example might be making one new friend by initiating a conversation and using active listening skills. This helps the child practice a specific skill set. In a group setting, however, the child has the opportunity to work on these skills with other kids in the room. If a child struggles with social interaction skills because of anxiety, the child can work on initiating a conversation with another child in the safety of the group.
Initially developed in the turn of the 20th century, today play therapy refers to a large number of treatment methods, all applying the therapeutic benefits of play. Play therapy differs from regular play in that the therapist helps children to address and resolve their own problems. Play therapy builds on the natural way that children learn about themselves and their relationships in the world around them (Axline, 1947; Carmichael, 2006; Landreth, 2002). Through play therapy, children learn to communicate with others, express feelings, modify behavior, develop problem-solving skills, and learn a variety of ways of relating to others. Play provides a safe psychological distance from their problems and allows expression of thoughts and feelings appropriate to their development
Dance movement therapy is the use of expressive movement and dance as a means for developing relationships and communication, reflection and emotional growth. Dance movement therapists are trained to understand meaning in movement. It is with this understanding that dance therapist try to engage with their clients, using theri own bodies, movements, sounds and words. Empathy occurs not only through words, but also through supportive movement, fostering trust and therapeutic relationship.
Verbal communication can be difficult for people with autism but dance movement therapy transcends the need for speech. A client’s non verbal communications-gestures, repetitive movements and body boundaries – are explored and examined in an accepting environment to encourage other patterns of relating.
A social skill is any competence facilitating interaction and communication with others where social rules and relations are created, communicated, and changed in verbal and nonverbal ways. The process of learning these skills is called socialization. Lack of such skills can cause social awkwardness.
Cognitive skills, also called cognitive functions, cognitive abilities or cognitive capacities, are brain-based skills which are needed in acquisition of knowledge, manipulation of information and reasoning.
Cognitive skills, also called cognitive functions, cognitive abilities or cognitive capacities, are brain-based skills which are needed in acquisition of knowledge, manipulation of information and reasoning. They have more to do with the mechanisms of how people learn, remember, solve problems and pay attention, rather than with actual knowledge. Cognitive skills or functions encompass the domains of perception, attention, memory, learning, decision making, and language abilities.
Children with special needs have various physical and mental disabilities which affect their mental attitude. They lack confidence and have a poor self-image. They develop feelings of inferiority from their awareness of their own abnormality and lack of success in all directions. They are frustrated due to the inability to do simple tasks, either unable to do it or do it with immense difficulty. Hence they are highly tense and tire easily from physical exertion. The spine is stiff, thus producing much pain, which further limits movement, imbalances co-ordination of limbs. They also have difficulty in concentration.
Practice of Hatha Yoga begins by working with the body on a structural level, helping to align the spinal column, increase flexibility, and strengthen muscles, while internal organs are toned and rejuvenated; the digestive, lymphatic, cardiovascular, and pulmonary systems are purified of toxins and waste matter; the nervous and endocrine systems are normalised and balanced and brain cells are nourished and refreshed. The end result is increased mental clarity, emotional stability and a greater sense of overall well-being.
Ayurveda is based on the belief that good health happens when your mind, body and spirit are perfectly balanced. Any imbalances can lead to health problems.
Supporters of using Ayurvedic therapy for autistic people claim that autism is mainly caused by imbalances or problems with metabolism and digestion. These imbalances lead to a build-up of harmful toxins in the body. When Ayurveda is used as a therapy for autism, the idea is to remove these toxins and reduce the characteristics of autism.
These ideas are not supported by research.
What does Ayurvedic therapy for autistic people involve?
Ayurveda involves a combination of therapies. When it’s used as a therapy for autistic people, it can include:
changes to diet – for example, avoiding processed foods and following a vegetarian or vegan diet
herbal medicine
yoga
massage
meditation
breathing exercises
sound therapy – for example, listening to music, reciting mantras or using sound bowls
acupuncture
Panchakarma.
The recommended treatments will vary for each individual. An Ayurvedic practitioner will assess your child’s physical, emotional and spiritual health and design a personalised treatment plan.
Early intervention is specialised support for children with disability, autism or other additional needs including developmental delay.
Early intervention should happen as soon as possible after a child’s needs are identified. It might include therapies, supports, education and so on.
You’ll also hear the terms early childhood intervention and early childhood early intervention. These refer to therapies and supports for children and their families in the early years from birth until children start school.
Early intervention is the best way to support the development and wellbeing of children with disability, autism or other additional needs including developmental delay. It can help children develop the skills they need to take part in everyday activities. Sometimes children who get early intervention need less or no support as they get older.