By Jill Jenkinson
Development Blocks for studying Occupational remedy techniques is a source booklet for tutorial employees and pediatric occupational therapists, specifically these new to the field. It exhibits how the consequences of actual, mental, social, and studying problems effect upon children’s abilities. This hugely functional ebook can assist readers realize while a student’s negative functionality in the school room is as a result a clinical or underlying motor and perceptual deficits.
Read Online or Download Building Blocks for Learning Occupational Therapy Approaches: Practical Strategies for the Inclusion of Special Needs in Primary School PDF
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Additional info for Building Blocks for Learning Occupational Therapy Approaches: Practical Strategies for the Inclusion of Special Needs in Primary School
It involves: ■ ■ ■ MOTOR PLANNING Motor planning Ideation—knowing what to do Motor planning/programming—knowing how to do it Execution—knowing how to complete it successfully Why is it important? Every activity undertaken, however simple, demands motor planning, since a child needs to have an idea of the task, what it involves and then how to achieve it. Organisation, planning and then execution of new or old unpractised motor tasks are required throughout the child’s day. For good motor planning to be achieved, the brain needs essential information from all the sensory systems as well as integrating body awareness and perception of movement.
This information is interpreted through muscles, joints and skin receptors, after which visual information can be integrated. It is reliant upon good proprioceptive, tactile and vestibular processing. SPATIAL AND BODY AWARENESS Spatial and body awareness Why is it important? ‘As infants develop awareness of their ability to control their own movements and to act on the environment, they learn to perceive distance and direction between objects and their own body parts. Early spatial judgements are made using the self as reference (intra-personal space).
43 BUILDING BLOCKS FOR LEARNING What are the implications? Children with spatial and body awareness problems may have difficulties with: ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Identifying, locating and recalling body parts on themselves and others Recognising right/left sides of their body and using right/left awareness in relation to people, objects and handwriting Moving in space—not bumping into people or objects, joining in PE activities, team games, running in the right direction, dance/drama improvisation, moving legs in swimming Self-care—clothes on correctly, buttons aligned, shoes on correct feet, wiping bottom, brushing hair, cleaning teeth, using cutlery, spreading butter on bread, pouring Organising themselves and their belongings Staying within their personal boundaries without invading another’s space, safely crossing the road, judging moving traffic Following directions which include spatial concepts and prepositions, vertical and linear scanning, symmetry and tessellations, understanding geometry Handwriting—size, shape and spacing of letters, writing on a line, setting work out on a page Pencil and paper activities—copying pictures, drawing plans, labelling diagrams, tracking mazes Completing puzzles, constructing things either from a model (3D-3D) or from a picture (2D-3D) Teaching strategies ■ ■ ■ ■ ■ ■ ■ Provide verbal reinforcement of position and direction.