Vocational Skills Training For Children With Special Needs.
Realizing the Challenge.
What will these children with special needs depend on for independency and economic survival when their parents/guardians are no longer alive? Which communities will take them up when they are not productive? Which good Samaritan will accept them in his/her home to look after them without any contribution from them?-Occupation and independency are a key to life. Inclusive vocational skill training for children with special needs/disability is a strategy for us to implement.
While there are studies that prove that training in a vocational setting does have a positive influence on students with learning disabilities, there is still a big gap in this country as regards training children with special needs/disabilities in vocational skills.
With increased youth unemployment in Uganda and globally it worries us about the future of children with special needs/disabilities. Most children with special needs/disabilities have hidden abilities in various sectors which when empowered can produce amazing results one of which is ability to learn vocational skills. Unfortunately it’s very hard to get a vocational training Centre for children with special needs.
Individuals with learning disabilities have encountered many challenges in the struggle for survival, seeking employment following exit from high school. Jobless individuals with learning disabilities have often lived within the extremes of poverty and dependence. Often however, the communities and students are unaware of the problems and tribulations that are ahead.
Compared to their non-disabled peers, students with disabilities are more likely to experience unemployment or under employment, lower pay and job dissatisfaction. It’s our role to come up in supporting them and fight for their rights.
Many students with disabilities/learning difficulties drop out of school before graduating, leaving them even more unprepared for and less likely to obtain a job.
There is still stigma among most communities and discrimination by many individuals against children with special needs/disabilities. Majority believe that their conditions are contagious and that because of their disability, such children will eventually affect children without special needs which is not true. They deny them a chance to integrate with others and segregate them in many aspects. Most communities label these children many names which don’t suit them.
With the increased number of students with learning disabilities not being able to get access to skills training for independent living, concerned parents are living a miserable life with stress, depression, family breakdown, economic constraints among others.
Most of the parents interacted with at UMRC reveal that they don’t know of any Centre of its kind in the country that shows interest and care for children with special needs and more so making them independent in daily activities and brightening their future by promoting economic independency through vocational skills training.
It’s true that special needs or disability is very broad with individuals having physical, mental, psychosocial and multiple disabilities. With experience, children and youth with special needs/disability have varying challenges as well as abilities and at varying age groups. The most interesting part is that they can excel very well, learn various vocational skills when trained and when barriers to their performance are removed.
Children with special needs/disabilities are a great threat to most of our communities especially if they are not trained on how to be independent and vocational skills needed to earn a living most especially when their parents are no longer alive.
Empowering children with special needs/disability in vocational and life skills to be independent and productive to themselves, their families, the community and the nation is the only way to integrate them in most of our communities and overcome people’s negative attitudes on them.
UMRC is committed to discovering children’s potential and hidden talents thereby empowering them to live a happy life. Training in Vocational and life skills enables children with special needs/disability to earn a decent living.
VOCATIONAL SKILLS TRAINED
We aim at skilling children with special needs, youth without special needs, solving youth unemployment and brightening the future.
We train children with special needs/disability and youth without special needs Basic vocational skills like;
- Making of:
- envelopes,
- paper bags,
- table cloths,
- door mats,
- floor mats,
- necklaces,
- ear rings,
- bangles,
- craft bags,
- shoes,
- Tailoring
- Computer
We take some of our children with special needs and youth to learn advanced vocational skills like;
- carpentry,
- brick laying,
- welding,
- mechanics and repairs,
- hair cutting,
- hair dressing,
- baking,
- motor vehicle cleaning (washing bays) and
- Laundry skills to other learning centers.
This skills training follows child assessment in identifying child’s abilities, interests and parents expectations that form a vocational skills training program that is child or client-centered. We supervise these children and offer necessary guidance while learning. We are in the process of expanding our vocational skills unit to include more of these skills at our Centre for better results. It’s only due to lack of finance and other resources that we have not yet implemented all this but we hope we shall be there.
SOME CHILDREN AND YOUTH AT UMRC IN BASIC VOCATIONAL SKILLS TRAINING
Vocational skills training should provide students with a curriculum that prepares them for the job that they intend to take up. Broad-based knowledge and skills are good, but for some students with disabilities, specific skills are necessary for survival in the workplace and in the community and need to be explicitly taught.
VOCATIONAL AND LIFE SKILLS FOR INDEPENDENCY
Some of the life and vocational skills needed include;
ACADEMIC SKILLS
- Reading and writing (e.g., sight-word vocabulary, spelling, handwriting, typing, etc.)
- Math (e.g., basic computation, money, measurement)
- Problem solving
- Listening comprehension
- Speaking
- Computer
- Art or music
COMMUNICATION SKILLS
- English speaking
- Following and giving directions accurately
- Communicating information
- Understanding and processing information
- Requesting or offering assistance
- Foreign language
SOCIAL AND INTERPERSONAL SKILLS
- Answering the phone and taking a message
- Making necessary phone calls to employers and other professionals as part of a job requirement
- Displaying appropriate workplace behavior and etiquette
- Knowing appropriate topics for discussion in the workplace
- Knowing when and when not to socialize on the job
- Learning how to protect themselves from victimization
- Learning social problem-solving techniques
OCCUPATIONAL AND VOCATIONAL SKILLS
There are a number of skills and behaviors that most, if not all jobs require. It is important to help students who lack these skills to acquire them. Examples of these activities include the following:
- Using a time card and punch clock
- Arriving to work on time
- Calling when sick
- Requesting vacation time or going for leave
- Using the appropriate voice tone and volume
- Accepting instructions and corrections
- Knowing appropriate interaction with co-workers (i.e., getting along; social problem solving; making friends and recognizing personal, professional and sexual boundaries)
OTHER SKILLS FOR INDEPENDENCY
There are also a number of skills that students should have to be as independent as possible in their future job searches; these skills include the following:
- Looking for jobs (advertisements in the newspaper and online, neighborhood help-wanted signs and local resources)
- Filling in job applications
- Writing résumés and cover letters
- Obtaining necessary identification (photo ID, birth certificate)
- Filling out paperwork /employer paperwork
- Having interviewing skills
As you can now see that children with special needs/disabilities require a lot of skills but not all of them have the ability to learn and master them. Therefore vocational trainers for these children should carry out a vocational assessment to identify children’s interest, ability, which skills to teach them and which skill comes after the other or would lead to the other. Occupational therapists can play a big role in this task and where necessary can advise on activity analysis and grading skills to promote learning.
Vocational skills training should be based on the principle of equal opportunity for all and whenever possible, disabled persons should receive training with and under the same conditions as non-disabled persons. There is need to promote access to education, training and lifelong learning for people with nationally identified special needs, such as children, youth, people with disabilities, migrants, older workers, indigenous people, ethnic minority groups and the socially excluded.
We should all advocate for Inclusive Vocational skills Training to reduce on Low employment and underemployment rates for students with disabilities and to promote economic independence.
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Occupational Therapy
http://umrehabcentre.org/occupational-therapy/
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What is Occupational Therapy?
Occupational therapy is a profession allied to medicine that uses a client-centered approach in the treatment and rehabilitation of people with physical, mental and psycho-social challenges, dysfunctions and or disabilities by enabling them to reach a maximum level of function and independence to their full potential in all aspects of daily life.
It can also be defined as a health care profession in which functional activity is the therapeutic medium to help people with physical, mental or social problems to lead an independent and productive life.
Occupational therapy focuses at improving independence, preventing or reducing disability and promoting or maintaining health of individuals.
The aim of Occupational Therapy is: “to treat and rehabilitate clients so as to;- prevent and reduce disability, maintain health, promote functional independency, productivity and compensate for decreased ability of clients after illness or impairment”
Occupational therapists help people with mental, physical or social disabilities to independently carry out everyday tasks or occupations. They work with children and adults of all ages whose difficulties may have been present since birth or as a result of an accident, illness, ageing or lifestyle.
Occupational therapists create individual treatment programmes to help people carry out their daily tasks with more confidence and independence. They may suggest changes to the person’s environment whether at home, work or school and may introduce the use of equipment which will help with some activities.
Occupational therapists review the treatments periodically, evaluate progress and make changes to the treatment as needed.
FUNDAMENTALS OF OCCUPATIONAL THERAPY
- An understanding of the relationship between occupation, health and well-being;
- A regard for the productive potential of each individual and the need for participation in occupation;
- A recognition of the requirements for a balanced life style between work, play and self-care;
- A belief in the ability of an individual to take responsibility for his own life.
OCCUPATIONAL THERAPY FOR KIDS AND CHILDREN
Occupation refers to all the tasks or activities that a person:
- Wants to do (interests, hobbies, play)
- Has to do (e.g. eat, toilet, dress)
- Is expected to do (reading, writing, academics)
Occupational Therapy aims to help a person achieve success in their life occupations. It focuses on the main occupations of:
- School (e.g. writing, reading, fine motor skills, learning, cognitive skills.)
- Home tasks (e.g. fitting in with family life, jobs, homework, getting self-ready)
- Play (e.g. imaginative play, social interaction, gross motor skills)
- Self-care ( e.g. bathing, dressing, eating, cutlery use, organizing self)
- Work (preparing a person to be able to effectively engage in work and adapting work places )
How Occupational Therapy Will Help
The therapist carefully analyses the sensory, physical, cognitive and behavioral aspects causing the child to have difficulties in his/ her life occupations.
Intervention is then targeted at the weak areas to improve the underlying skills. Intervention looks at a combination of:
- Education of child and adult caregivers about the reasons for the difficulties and how to overcome them.
- Environmental modification to enhance child’s functional performance
- Home and school based treatment and training program/plans aimed at promoting child’s independency in work, leisure and self-care.
play4Children in play/fine motor skills and learning
An occupational therapist with a child in stacking toy and puzzle work aimed at training grip/fine motor skills secondary to stroke/right hemiplegia.
CONDITIONS ADDRESSED
Areas /conditions addressed at UMRC Occupational Therapy department include but not limited to;
- Autism
- Hydrocephalus
- Down’s syndrome
- Developmental delays
- Sensory Integration Disorder
- Learning disabilities
- Fine Motor Skills
- Gross Motor Skills
- Visual Perception Difficulties
- Memory Issues
- Handwriting Difficulties
- School Readiness / preparation
- Play
- Eating issues
- Self-care issues e.g Toileting and Dressing skills
- Behavior management
- And other functional difficulties
HOW CHILDREN CAN BENEFIT FROM OCCUPATIONAL THERAPY SERVICES
Children with special needs or learning disability can be treated, trained/ educated or guided to overcome their challenges in a number of ways. They include but not limited to;
- Conducting initial assessment to identify child’s underlying medical challenges
- Making treatment and intervention plans to address a client’s health needs.
- Cognitive/mental stimulation to improve on child’s reasoning, problem solving, logical thinking and executive skills
- Participation in activities to improve on attention span, eye contact & coordination.
- Training in self-care like bathing, dressing, toileting, feeding and washing to promote independence
- Stretching exercises of upper and lower limbs such as for the hand, shoulder, and trunk to improve on child’s physical health
- Social skills/behavioral training such as sharing, flexibility, turn taking and peer interaction
- Fine motor skills and bilateral hand training to improve on finger and hand use
- Grip training and verbal skills to improve on hand writing and English speaking skills
- Modification of adaptive equipment such as cups, spoons, slant boards, pencil grips, classroom and home environments.
- Training in Basic vocational skills like art and craft, tailoring & computer to promote economic independence.
- Training in play or leisure activities like watching TV, music, and relaxation techniques
- Training Activities to improve visual skills such as sorting objects
- Training Activities to improve sensory processing such as, swinging, jumping
- Giving Instruction and practice of functional skills such as zipping, buttoning, shoe tying
- Giving of assistive aids/appliances such as crutches, splints, wheel chairs, standing frames to improve on functioning, mobility.
- Training parents and caregivers on how to raise a child or client with disability; ensure quality health, safety and promote client’s independence.
- Giving advice on basic Medical treatment and Nutritional support
- Collaborating with other stake holders to promote the rights of children and people with disabilities.
- Developing a rehabilitation program to help rebuild lost skills and restore lost confidence/self-esteem
- Providing community or home based rehabilitation services
- Team work and providing appropriate Referrals to hospitals, rehabilitation centers, schools, specialists like neurologists, pediatricians.
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Speech Therapy for Autism
http://umrehabcentre.org/speech-therapy-for-autism/
Thu, 03 Dec 2015 08:57:00 +0000
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What is autism?
Autism Spectrum Disorder (ASD) is a severe disruption of normal developmental processes that occurs early in life. It usually shows up before age 3 years. It leads to impaired language, play, cognitive, social and adaptive functioning; causing children to fall farther and farther behind their peers of the same age. Autism may be linked with a wide range of traits that include; Repetitive activities, Extreme resistance to changes in daily routines, UN usual responses to things such as touch, Inability to interact with environment.
The causes of ASD are unknown, but evidence points to a genetic basis, with children with ASD having neurological differences in certain areas of the brain.
Although children with an ASD exhibit social communication deficits along with restricted/repetitive behaviors, there are tremendous differences among children in how these areas are displayed. Children with autism do not learn in the same way that children normally learn. However, what is most important to note is that – with the right type of intervention – children with ASD have an amazing ability to learn and grow.
People with autism may have major problems with both speech and nonverbal communication. They may also find it very hard to interact socially. For these reasons, speech therapy is a central part of treatment for autism. Speech therapy can address a wide range of communication problems for people with autism.
WHAT ARE THE COMMON SPEECH AND COMMUNICATION PROBLEMS WITH AUTISM?
Autism can affect speech, language development, and social communication in many ways.
Speech problems
A person with autism may:
- Not talk at all
- Utter grunts, cries, shrieks, or throaty, harsh sounds
- Hum or talk in a musical way
- Babble with word-like sounds
- Use foreign-sounding “words” or robotic-like speech
- Parrot or often repeat what another person says (called echolalia)
- Use the right phrases and sentences, but with an unexpressive tone of voice
About one out of three people with autism has trouble producing speech sounds to effectively communicate with others. The person’s language, if present, is simply too hard to understand.
Communication problems
A person with autism may have one or more of these communication challenges:
- Trouble with conversational skills, which include eye contact and gestures
- Trouble understanding the meaning of words outside the context where they were learned
- Memorization of things heard without knowing what’s been said
- Reliance on echolalia — the repeating of another’s words as they are being said — as the main way to communicate
- Little understanding of the meaning of words or symbols
- Lack of creative language
Because of these challenges, a child with autism must not only learn how to speak but also how to use language to communicate. This includes knowing how to hold a conversation, tuning into both verbal and nonverbal cues from other people — such as facial expressions, tone of voice and body language.
WHAT ROLE DOES SPEECH THERAPY PLAY IN THE TREATMENT OF AUTISM?
Speech-language pathologists are therapists who specialize in treating language problems and speech disorders. They are a key part of the autism treatment team. With early screening and detection of people at risk, speech therapists often lead the way in helping with the diagnosis of autism and in making referrals to other specialists like Occupational therapists, Psychologist, Special needs teachers and alike.
Once autism is diagnosed, speech therapists assess the best ways to improve communication and enhance a person’s quality of life. Throughout therapy, the speech-language pathologist also works closely with Occupational therapists, the family, school, and other professionals. If someone with autism is nonverbal or has major trouble with speech, the speech therapist may introduce alternatives to speech.
Speech therapy techniques might include:
- Electronic “talkers”
- Signing or typing
- Using picture boards with words, known as picture exchange communication systems that start out using pictures instead of words to help a child learn to communicate
- Using sounds to which a person is over- or under-sensitive to expand and compress speech sounds
- Improving articulation of speech by massaging or exercising lips or facial muscles
- Having individuals sing songs composed to match the rhythm and flow of sentences
Some of these techniques are supported more by research than others. Be sure to discuss them thoroughly with the speech-language pathologist and your child’s pediatrician.
WHAT ARE THE BENEFITS OF SPEECH THERAPY FOR AUTISM?
Speech therapy can improve overall communication. This makes it possible for people with autism to improve their ability to form relationships and function in day-to-day life.
Specific goals of speech therapy include helping the individual with autism:
- Articulate words well
- Communicate both verbally and nonverbally
- Comprehend verbal and nonverbal communication, understanding others’ intentions in a range of settings
- Initiate communication without prompting from others
- Know the appropriate time and place to communicate something; for example, when to say “good morning”
- Develop conversational skills
- Exchange ideas
- Communicate in ways to develop relationships
- Enjoy communicating, playing, and interacting with peers
- Learn self-regulation
A child (student) with autism singing a song then later addressing other students in his class
WHEN IS THE BEST TIME TO START SPEECH THERAPY FOR AUTISM?
The earlier, the better! Autism is usually evident before age 3, and language delays can be recognized as early as 18 months of age. In some cases, autism can be identified as early as10 to 12 months of age. It is very important to start speech therapy as early as possible, when it can have the greatest impact. Intensive, individualized treatment can help lessen the disabling isolation that may result from this social communication disability.
With early identification and intervention, two out of three pre-school kids with autism improve communication skills and their grasp of spoken language. Research shows those who improve the most are often those who receive the most speech therapy.
To find a speech-language therapist/pathologist, visit us at our Centre or contact us by email or phone call. You may also ask your pediatrician doctor for suggestions.
Finding a Therapist
It’s important to make sure that the speech-language therapist has attained training from a credited institution. You can find a specialist by visiting our Centre (UMRC), contacting us using our contact address (email or phone call). You can also ask your child’s doctor or teacher for a referral to a speech therapist.
BOOKING FOR ASSESSMENT AND EVALUATION
We offer evaluations and assessments for children and adults with neurological disorders such as Cerebral Palsy, Autism and Stroke with speech and language difficulties. Call now and book your child’s appointment! Tel: (+256) 0414 695 902 Mobile: (+256) 0702 684 466 0r 0774 320 522 Email:[email protected]
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Speech and Language Therapy
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Is your child having a problem with speech or language skills? And if so, what should you do?
In a recent interaction, maybe you or your visitor expressed concern that your child could be having a problem with certain speech or language skills. As a parent or care giver, you might have identified your child to have delays and difficulties in speech and language development while talking to your child or you noticed an occasional stutter. It’s wise for you to intervene quickly.
An evaluation by a certified speech-language therapist can help to find out if your child is having problems. Speech-language therapy is the treatment for most kids and patients with speech and/or language disorders.
SPEECH AND LANGUAGE THERAPY SERVICES
UMRC offers the speech and language therapy services to children / people with special needs. At our center, we treat kids / children / People who have been diagnosed with:
- Autism
- Cerebral Palsy
- Stroke
- Cranial Nerve Damage
- Cognitive Delays
- Speech Delays
- Swallowing Difficulties
- Developmental Disabilities
- Hearing Impairments
- Language Delays
- Speech Disorders
- Difficulty in Pronunciation and Articulation of words.
- Involuntary Stammering
SPEECH DISORDERS, LANGUAGE DISORDERS, AND FEEDING DISORDERS
A speech disorder refers to a problem with the actual production of sounds. A language disorder refers to a problem understanding or putting words together to communicate ideas.
Speech disorders include:
- Articulation disorders: difficulties producing sounds in syllables or saying words incorrectly to the point that listeners can’t understand what’s being said.
- Fluency disorders: problems such as stuttering, in which the flow of speech is interrupted by abnormal stoppages, partial-word repetitions (“b-b-boy”), or prolonging sounds and syllables (sssssnake).
- Resonance or voice disorders: problems with the pitch, volume, or quality of the voice that distract listeners from what’s being said. These types of disorders may also cause pain or discomfort for a child when speaking.
Language disorders can either be receptive or expressive:
- Receptive disorders: difficulties understanding or processing language.
- Expressive disorders: difficulties putting words together, limited vocabulary, or inability to use language in a socially appropriate way.
- Cognitive-communication disorders: difficulties with communication skills that involve memory, attention, perception, organization, regulation, and problem solving.
Dysphagia/oral feeding disorders are disorders in the way someone eats or drinks, including problems with chewing, swallowing, coughing, gagging, and refusing foods.
Specialists in Speech-Language Therapy
Speech-language pathologists (SLPs), often informally known as speech therapists, are professionals educated in the study of human communication, its development, and its disorders. They hold a diploma, degree, a master’s degree in the field.
SLPs assess speech, language, cognitive-communication and oral/feeding/swallowing skills to identify types of communication problems (articulation; fluency; voice; receptive and expressive language disorders, etc.) and the best way to treat them.
Remediation
In speech-language therapy, a SLP will work with a child one-on-one, in a small group, or directly in a classroom to overcome difficulties involved with a specific disorder.
Therapists use a variety of strategies, including:
- Language intervention activities: The SLP will interact with a child by playing and talking, using pictures, books, objects, or ongoing events to stimulate language development. The therapist may also model correct vocabulary and grammar and use repetition exercises to build language skills.
- Articulation therapy: Articulation, or sound production, exercises involve having the therapist model correct sounds and syllables in words and sentences for a child, often during play activities. The level of play is age-appropriate and related to the child’s specific needs. The SLP will physically show the child how to make certain sounds, such as the “r” sound, and may demonstrate how to move the tongue to produce specific sounds.
- Oral-motor/feeding and swallowing therapy: The SLP may use a variety of oral exercises — including facial massage and various tongue, lip, and jaw exercises — to strengthen the muscles of the mouth for eating, drinking, and swallowing. The SLP may also introduce different food textures and temperatures to increase a child’s oral awareness during eating and swallowing.
WHEN IS THERAPY NEEDED?
Kids may need speech-language therapy for a variety of reasons, including, but not limited to:
- hearing impairments
- cognitive (intellectual, thinking) or other developmental delays
- weak oral muscles
- chronic hoarseness
- birth defects such as cleft lip or cleft palate
- autism
- motor planning problems
- articulation problems
- fluency disorders
- respiratory problems (breathing disorders)
- feeding and swallowing disorders
- traumatic brain injury
Therapy should begin as soon as possible. Children enrolled in therapy early (before they’re 5 years old) tend to have better outcomes than those who begin therapy later.
This does not mean that older kids can’t make progress in therapy; they may progress at a slower rate because they often have learned patterns that need to be changed.
HELPING YOUR CHILD
Speech-language experts agree that parental involvement is crucial to the success of a child’s progress in speech or language therapy.Parents are an extremely important part of their child’s therapy program and help determine whether it is a success. Kids who complete the program quickest and with the longest-lasting results are those whose parents have been involved.
Ask the therapist for suggestions on how you can help your child. For instance, it’s important to help your child do the at-home stimulation activities that the SLP suggests to ensure continued progress and carry-over of newly learned skills.The process of overcoming a speech or language disorder can take some time and effort, so it’s important that all family members be patient and understanding with the child.
As a parent, care giver or child’s teacher, if your child has difficulties with language or speech, you can contact us for appropriate advice.
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