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Thursday, March 13, 2008

Teaching Skills

LANGUAGE TEACHING SKILLS: Teaching skill is a specific task. Particularly, teaching to blind children its very valuable and very specific task. Language appears when actions begin to be represented symbolically. Its importance is found in the teaching skills which develop during the first two years. Once a child has the ability to represent reality through thought, language and cognition become closely intertwined. The child's ability to acquire new concepts depends upon her ability to express her ideas clearly, ask questions, and comprehend the given answer.

Economically disadvantaged children have smaller vocabularies than their middle-class peers because lack of meaningful experiences. A visually impaired or blind child may also have a smaller vocabulary for the same reason. It may use words or phrases it hears without really understanding the meaning. It may have difficulty to recognise pronouns: you, me, he, she, and it. It may have difficulty relating the sequence of events,.

For that reason, in teaching skills parents and specialists need to be aware of the power of language and experience in helping to develop the child's reasoning abilities and her understanding of the world. Vocabulary is an important part in new teaching skills which is taught. Family "talk time" is important to develop the social functions of language, as well as expanding the child's knowledge. Modelling correct sentence structure provides examples of rules for the child to follow. Reading to the child at an early age promotes a love of books which can open worlds of experience and information generally inaccessible to the visually impaired or blind child.

Socialization teaching skills Socialization is the growing relationship between the child and the world. It begins in infancy with the awareness of "I - you." A visually impaired child and his mother may have difficulty bonding because of its lack of eye contact or a social smile. In addition, some children are tactually defensive and do not like to be held or cuddled. These problems can inhibit the parent and create an environment with less social interaction for the child. Parents need a great deal of support and encouragement to deal with these issues, as well as the grief and loss they are experiencing for the success development of teaching skills.At an older age, the child may be noticeably "different" in a group of children because he is unaware of the group dynamics operating. His body language may not be the same as that of his peers.It is sometimes difficult for a parent to separate from the visually impaired child and "allow" the child the independence to attend a preschool -- particularly one with sighted peers. However, early experience in a group setting can be very beneficial for the visually impaired child, especially if the child has no siblings who are close in age.

Some of the teaching skills in this section refer to the Compensatory teaching Skills section. Many visually impaired children will develop the social skills learned visually without additional teaching. Most blind children will require a little extra help.


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