How Do the NGO Mentors Interact with the Children with Special Needs?
The very first element needed to interact with children with disabilities is compassion. They need tender loving care from their families, companions and everyone they interact with. Since the NGO staff take up the responsibilities to mentor them with regards to their education and shaping their outlook, they follow certain ways to interact with them. Since they have to work with the children with special needs, the mentors first understand the nature of these children. To know them closely and better, they have set up homes for children with disabilities at specified centres in India.
Despite the situations, the mentors have to meet the challenges to balance the daily responsibilities to help and train the children with disabilities. Along with education, they are even taught to handle other chores, like keeping oneself tidy, maintaining a neat and clean living and breathing zone, how to keep the books arranged, so on and so forth.
There are lots to juggle when thinking of a therapeutic approach becomes difficult while dealing with children with disabilities. While instructing them for doing what should be not, the teachers and mentors give them the chance to understand the difference.
Here is how the mentors and teachers interact and encourage the children with disabilities to meet their special needs.
i. The Children with Special Needs Are Shown What Should They Do
In the first place, the teachers and mentors arrange for certain things and then explain and show them what should they do with them, how to take care of the items, where the items are belonging and such. First, the children will be curious holding them, and slowly they will learn what they should be doing with certain items. It is a great opportunity to help them use various things.
ii. Limiting Their Favourite Activities
Sometimes the children will want to, and rather will be spending lots of time on certain objects, like computer, television and music systems. Being good motivators and occupying their attention, these objects are good in a way, but if the students are extensively engrossed, then later problems will arise when they will be forced to end these activities.
So, the mentors decide on a few rules and enforce them on how long should the children give time to electronics or else to some other of their favourite activities. They are given warnings when the time comes for changing the activities. To get into a good habit, they are given suggestions and ideas for taking up after their favourite activity.
iii. Doing An Activity Together
The children will always want to be near either mentors and teachers or parents. Since they are incapable of expressing themselves clearly always, they will want to be included with others help. Sometimes they might not be ready to partake in a particular activity, so they must be given time to explore what is being done. Describe the activity by labelling them - even if they are not jumping in right away, they will surely listen and hear. Slowly, they will be encouraged to participate.
iv. Setting Out the Activities
At many times, the children with disabilities will want help to come up with ideas on what should they do. They might always not communicate they are in need of help to do something. Then, the mentors come up with productive suggestions to improve their skills and hobbies. Different activities, sports and competitions are laid out so they can engage in the activity. Interesting activities will make them work more on the activities.
While helping the children with special needs to meet the disabilities, the mentors and teachers plan the strategies first, so they are aware of avoiding certain activities. Using these ideas as their guiding principles, they can better enhance relationships with the children and help them shape their life better as they start growing.
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