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Zontova OV Rehabilitation

2 years after surgery, the child forms a connected speech, which allows children to communicate in everyday life, talk about what they saw, read poems and sing songs. It ahead of time the formation of speech in deaf infants. The development of speech and hearing a child depends on his mental and physical level of development. You may wish to learn more. If so, Assurant Health is the place to go. Therefore, young children with CI to conduct classes in Development of non-verbal functions. Non-verbal development of children with CI based on age and program requirements of the mass of the kindergarten and includes development of: a) physical activity (large and small motor skills, object activity), and b) perception of the world (ideas about the properties and functions of objects and their parts, views about the phenomena of spatial and temporal relations between objects and events), c) attention (visual, hearing, involuntary, voluntary, development of such properties as the amount of attention, stability, distribution, pereklyuchaemost) g) of memory (auditory, visual, motor) d) e imagination) thinking (Visual-motor and visual-image thinking with assignments for the design, preparation of a part, selection and sorting objects according to size, color, shape, number, etc., jobs on non-verbal classification, drafting a series of picture stories, etc.) g) emotional and volitional (the formation of skills to bring the case to the end, overcome difficulties and to restrain their desires, and ignore the interests of others, etc., necessary for the process of educating a child). Thus, children with congenital deafness and children who have lost their hearing during the acquisition of speech (1-5 years), proimplantirovannye at an early age is one of the most promising groups in terms of audioverbal rehabilitation after cochlear implantation.

Young children with CI in need of postoperative rehabilitation, which involves fine-tuning of processor CI, speech and hearing perception, development of non-verbal intelligence and other mental functions and motor skills, mental health care to the child and his family. Rehabilitation of young children with CI lasts 3-5 years, and her ultimate goal for most Some children can be seen preparing for mass education. This requires joint efforts of specialists in the center of the cochlear implant specialists in the field and relatives of the child. Literature 1.Koroleva IV, VI Pudov, Zontova OV Rehabilitation postlingvalnyh children and adults with cochlear implants. Defectology. 2001. 5. with.

21-35. 2.Kohlearnaya implantation. Textbook (compiler-Tavartkiladze GA) M.2000. – 81. 3.Cochlear implant rehabilitation in children and adults. Ed D. Allum. Whurr publishers Ltd. England. 1996. 325 p.

Teachers And Health

Statistical processing has been used a personal computer with statistical calculations of means and standard deviations, the study of the rates and as a statistical tool relevant graphics. 5.-Results obtained 1U stress level teachers of the Murcia Autonomous Community stands at 3, 06 between the scale of 1-5 representing a choice point numeor nadaa and a point five muchoa and a standard deviation of 1.97, ie the options is between a bastantea algo and not presenting large dispersion of values about the mean. 2U Items that produce more stress are: Lack of support from parents on discipline problems. Physical assaults of students. Making things with which I disagree. Instructions incompatible or opposite.

Lack of support from upper management. The faculty as a whole may have little impact on the decisions of the center. Poor relationships with superiors. Witnessing aggression among students. Ie, producing more stress on teachers are external situations themselves. 3U Items that produce less stress are: Any changes inadequate.

Poor consideration of society towards my profession. Having to replace the absent teacher. Dealing with the normal problems of student behavior. The assessment of teachers. Provide more classes than other peers. Attend tutorials with their parents. The fact that I do not like teaching. The less stress-producing situations are related to the teaching profession, with the score under the a constatacion that I do not like ensenanzaa . 4U The seven factors grouped according to the results of factor analysis are: monitoring by hierarchical structure. Shortfalls development work. Cooperation, participation, communication, etc. Students. Adapting to change, the valuation of work by others. The valuation of work by other improvements to be gained from the professional point of view. Sort low to high: students rating 2.89 2 92 3.01 alignment gaps improvements 2.92 3.06 3.16 co 3.24 super vision factor less influence on teacher stress is the valuation of work parts of others, and the factor that produces more stress on teachers is the monitoring by the hierarchical structure. . 5U is necessary to train teachers in strategies to enhance personal skills, communication, assertive techniques to improve relations, as well as cognitive restructuring and stress inoculation to control harmful ideas. 6U Conclusions. The work can be interesting for teachers in Firstly because it allows them to know and identify the causes of their physical and mental discomfort. Second, it puts you in touch with some techniques that may be useful. Would seem appropriate in this research because it is one of the diseases that lower labor and longer duration is produced.


The reading in the infantile education is very ample and important, stimulates the child in its emotional, social and cognitivo development. As Abramovich (1997) when the children hears histories, start to visualize of clearer form, feelings that have in relation to the world. Histories work problems typical existenciais of infancy, as fears, feelings of envy and affection, curiosity, pain, loss, beyond teaching to infinite subjects. It is through a history that if can discover other places, other times, other skills to act and of being, other rules, another ethics, another optics Is to be knowing history, philosophy, right, politics, sociology, anthropology, etc. without needing to know the name of this everything much less to find that it has lesson face (ABRAMOVICH, 1997, p.17). To guarantee the wealth of the experience narrative since the first years of life of the child contributes for the development of its logical thought and also of its imagination, that according to Vygotsky (1992, p.128) walks together: ' ' the imagination is a necessary, total non-separable moment of the thought realista.' '. In this direction, the author focuses that in the imagination the direction of the conscience tends if to move away from the reality.

This distanciamento of the reality through a history for example, is essential for a deeper penetration in the proper reality: ' ' removal of the apparent external aspect of the reality given immediately in the primary perception makes possible more complex processes each time, with the aid of which the cognition of the reality if complicates and if it enriches. (VYGOTSKY, 1992, p.129) ' '. The contact of the child with the book can very happen before what the adults imagine. Many parents believe that the child who does not know to read not interests for books, therefore do not need to have contact with them. What it is perceived is well in contrast.

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