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हर बच्चे का हक है एक आवाज़

बच्चे के शुरुआती वर्षों में उनकी भाषा और संवाद विकास के लिए 10 सबसे बेहतरीन घर पर आधारित रणनीतियां – भाग 1

विशेष जरूरत वाले बच्चों को अक्सर उनकी भाषा और संवाद कौशल विकसित करने के लिए अतिरिक्त समर्थन और ध्यान की आवश्यकता होती है। माता-पिता या देखभालकार, आप अपने बच्चे के समग्र संवाद विकास को सुविधाजनक बनाने में महत्वपूर्ण भूमिका निभाते हैं। संवाद विकास एक बच्चे के समग्र विकास का एक महत्वपूर्ण पहलू है, और यह विशेष जरूरत वाले बच्चों के लिए विशेष रूप से चुनौतीपूर्ण हो सकता है। माता-पिता या देखभालकार के रूप में, घर पर अपने बच्चे के संवाद विकास का समर्थन करने के लिए आपके पास कई व्यावहारिक रणनीतियां हैं। इस ब्लॉग में, मैं आपको अपने बच्चे के स्पीच, भाषा और संवाद विकास कौशलों को घर पर बढ़ाने के लिए व्यावहारिक रणनीतियों की जाँच करूँगी।

1. एक संवाद-धनी पर्यावरण बनाएं


एक संवाद-धनी पर्यावरण आपके बच्चे को संवाद कौशल का अभ्यास करने के कई अवसर प्रदान करता है। संवाद को सिर्फ बोलचाल और मौखिक भाषा के बारे में ही नहीं माना जाता है, इसलिए अपने बच्चे को घर पर और आस-पास हर रूप में संवाद करने की प्रोत्साहित करें, जैसे कि इशारों, भावनाओं, साइन भाषा, और अन्य मौखिक संकेतों के माध्यम से। इन प्रकार के संवाद को पहचानकर और उनके संवाद के इस तरीके का प्रतिक्रिया देकर, आप अपने बच्चे को अपनी भावनाओं को व्यक्त करने में अधिक सहज महसूस कराने में मदद कर सकते हैं और उनकी संवाद करने में आत्म-विश्वास बढ़ा सकते हैं। आप घर पर अपने बच्चे के लिए ऐसा ही एक पर्यावरण बना सकते हैं, जब आप अपने बच्चे के साथ बात करते समय सरल भाषा का प्रयोग करते हैं, बारी-बारी से जानकारी प्राप्त करने की आवश्यकता होने वाले खेल खेते हैं, और मिलकर किताबें पढ़ते हैं। इसके अलावा, आप घर के चारों ओर के वस्तुओं पर नामकरण कर सकते हैं और जब आप दिनभर काम करते हैं, तो आप जो कुछ भी कर रहे हैं उसका वर्णन कर सकते हैं। अपने बच्चे की इच्छा के अनुसार उनकी बात करने के लिए उनकी आवाज़ बनें। इसलिए, एक संवाद-धनी पर्यावरण प्रदान करना एक तरीका है जो आपके बच्चे को उनके संवाद कौशलों का अभ्यास करने के लिए कई अवसर प्रदान करता है।


संवाद का समर्थन करने के लिए चित्रों और लेबल का प्रयोग करें
जैसे कि हमने पहले बिंदु में अपने बच्चे के लिए एक संवाद-धनी पर्यावरण बनाने की चर्चा की, इसके लिए हमें विजुअल की मदद की आवश्यकता होती है। विजुअल्स संवाद विकास में विशेष जरूरी हैं, विशेष जरूरत वाले बच्चों के लिए माता-पिता चित्र, फ़ोटो, फ्लैश कार्ड, ड्रॉइंग्स, संज्ञा-पुस्तक, क्रिया-पुस्तक, अनगिनत पहचानी पुस्तकें (ऑनलाइन और बाजार में उपलब्ध), विजुअल कार्ड, एक कागज के टुकड़े में लिखे गए सामान्य टेक्स्ट का प्रयोग कर सकते हैं, ताकि आपके बच्चे को उनकी आवश्यकताओं और इच्छाओं को समझने और व्यक्त करने में मदद मिले। यहाँ तक कि उन्हें यह सिखाने में भी मदद मिल सकती है कि उन्हें क्या चाहिए और क्या आवश्यक है। विजुअल्स बच्चे को नए शब्द सीखने, समझने, पर्यावरण जागरूकता और अवधारणाओं का भी समर्थन कर सकते हैं।
इसलिए, विजुअल सहायक एक शक्तिशाली उपकरण हो सकता है जो संवाद को समर्थन करने में मदद कर सकता है।

2. इशारों और भावना-व्यक्तियों का प्रयोग करें


इशारों और भावना-व्यक्तियों का बच्चे के संवाद का महत्वपूर्ण हिस्सा है। यह आपके बच्चे को आपके कहे गए बातों को समझने में मदद कर सकता है और उनके खुद के विचार और भावनाओं को व्यक्त करने में भी मदद कर सकता है। अपने बच्चे को इशारों और भावना-व्यक्तियों का प्रयोग करने के लिए प्रोत्साहित करें, और उनके गैर-मौखिक संकेतों का उत्तर दें। उन्हें यूट्यूब वीडियो में भावनाओं और भावनाओं के बारे में सीखने के लिए यूट्यूब के वीडियो का सहायता लें, या किताबें उपयोग करें। इसके साथ ही, उन्हें दिखाने के लिए भी सिखाने के लिए अधिक हाथ इशारे और भावनाओं का प्रयोग करें, उनके साथ बात करते समय हाथों के इशारों, क्रियाओं का प्रयोग करें।

3. अपनी भाषा को सरल बनाएं


यह संवाद में सबसे महत्वपूर्ण कदमों में से एक है, जो अपने बच्चे के साथ संवाद करने के लिए केवल एक भाषा का प्रयोग करना है। भाषा की सरलीकरण के कई महत्वपूर्ण और महत्वपूर्ण उप-बिन्दुएँ हैं जिन्हें माता-पिता को किसी भी संदर्भ में छूने की इजाजत नहीं देनी चाहिए –

●केवल एक भाषा का प्रयोग करना – प्रारंभिक संवाद और भाषा विकास प्रक्रिया के दौरान, जब आपका बच्चा भाषा, शब्दों, शब्दों की समझ और उनका सर्थक बनाने की कोशिश कर रहा है, तब आपके परिवार, दोस्त, थेरेपिस्ट्स से अपने बच्चे के संवाद के साथ संवाद करते समय उसी भाषा का प्रयोग करने के लिए कहें। बिना बहुत आवश्यक होने पर दो भाषाओं को मिलाने से बचें।
●प्रारंभ में केवल छोटे वाक्य या मुहावरे का प्रयोग करें। साथ ही, अपने विशेष जरूरत वाले बच्चे के साथ संवाद करते समय सरल भाषा का प्रयोग करना महत्वपूर्ण है, जिसे वह समझ सके।
प्रारंभ में केवल छोटे वाक्य या मुहावरे का प्रयोग करें। साथ ही, अपने विशेष जरूरत वाले बच्चे के साथ संवाद करते समय सरल भाषा का प्रयोग करना महत्वपूर्ण है, जिसे वह समझ सके।
●जब अपने छोटे बच्चे को भाषा की प्रारंभिक सिखाने में शुरू करते हैं, तो जटिल वाक्यों का प्रयोग न करें, और माता-पिता सकारात्मक रूप से संवाद की शिक्षा देने के लिए लेख और क्रिया को हटा सकते हैं।
उदाहरण 1.- राम अपना खाना खा रहा है की बजाय। राम खा रहा है
उदाहरण 2- राम अपने स्कूल जा रहा है की बजाय। राम स्कूल जा रहा है
छोटे, सरल वाक्यों का प्रयोग करें और महत्वपूर्ण शब्दों और वाक्यों को दोहराने के लिए मुख्य शब्दों और वाक्यों को दोहराने के लिए दोहराने के लिए दोहराने के लिए मुख्य शब्दों और वाक्यों को दोहराने के लिए दोहराने के लिए मुखयह शब्दों और वाक्यों को उनकी स्मृति में रखने और समझ को मजबूत करने में मदद करता है।

4. भ्रांतिकरण करने वाले अवबोधनों से बचें:
उदाहरण के लिए, 1.) कल मम्मा का जन्मदिन है। 2.) रीता आंटी अगले हफ्ते आएंगी और उपहार लेकर आएंगी। 3.) हम जन्मदिन पार्टी का आनंद लेंगे। 4.) पापा अपने टूर से अगले महीने लौटेंगे, और 5.) मैं वादा करता हूँ, मैं तुम्हें चॉकलेट दूंगा.. आदि
ये कुछ भ्रांतिकरण करने वाले वाक्य हैं। इसके कारण, प्रारंभ में आज, कल, कल, अगले महीने जैसे अबस्तक अवबोधनों का उपयोग करने से बचें; जन्मदिन, पार्टी, उपहार, आनंद, वादा आदि के मतलब का अवबोधन आदि बच्चे के लिए समझ नहीं में होता है और उनके लिए किसी भी उपरोक्त वाक्य का समय करने के लिए समझ नहीं में होता है। इसलिए, ऐसे अवबोधनों को सिखाने के लिए सुनिश्चित करें कि आपने उन सभी उपरोक्त शब्दों (आज, कल, कल, अगले महीने, जन्मदिन, पार्टी, उपहार, आनंद, आदि) का व्यक्तिगत और सामान्य रूप से उपयोग करने का शिकार किया हो, विभिन्न उदाहरणों और परिस्थितियों का उपयोग करके उन्हें स्वरूप से करने के लिए।

5. संवाद को प्रोत्साहित करने वाले खेल खेलें


संवाद को प्रोत्साहित करने वाले खेल खेलना, बच्चों के भाषा और भाषा कौशलों को बनाने के लिए एक मजेदार, ठोस और प्रभावी तरीका हो सकता है। संवाद को प्रोत्साहित करने वाले खेलों के उदाहरण कुछ इस प्रकार हैं:


i.) एक सामान्य खजाना खोज ( Treasure hunt)– हमारे बच्चों का अधिकांश अक्षरों और संख्याओं के साथ मजबूत प्रवृत्ति होती है। तो अपने घर पर उपलब्ध शिक्षात्मक खिलौनों से सभी अक्षर या संख्याएँ (जो आपके पास हैं) जमा करें। अब, प्रारंभ में यदि बच्चा सहयोग नहीं करता है तो दोनों माता-पिता खेल सकते हैं और उन्हें भौतिक सहायता दे सकते हैं या यदि बच्चा इच्छुक लगता है तो आपके पास जाने की आवश्यकता है।
तो, यहां आपने आसान लेकिन मजेदार निर्देशों के साथ बच्चे की ध्यान आकर्षित करने के लिए प्रारंभ किया है, और फिर आगे बच्चे को उनके विचार व्यक्त करने में मदद कर सकते हैं – – > “अल्फाबेट ‘ए’ टीवी पर छिपा है”। आपने टीवी को चिह्नित किया होता है और आपके बच्चे के साथ संवाद करते समय साधारण भाषा का उपयोग करके, उनके समझाने के लिए बच्चे को सहयोग कर सकते हैं, और उन्हें अपने विचार व्यक्त करने में अधिक आत्मनिर्भर बनाने में मदद कर सकते हैं।

ii.) साइमन कहता है ( Simon says): अगला मजेदार खेल साइमन से है। इस खेल में निर्देशों का पालन करने की बात होती है, जिससे आपके बच्चा सुनने कौशल और निर्देशों का पालन करने में मदद मिल सकती है।

iii.) मैं तुम्हें देख रहा हूँ ( I spy you): यह खेल आपके बच्चे को नए शब्द सीखने और वर्णनात्मक भाषा का प्रैक्टिस करने में मदद कर सकता है।

iv.) डम्ब चरेड्स (Dumb Charades): इस खेल में शब्दों या वाक्यों को बिना बोले एक्शन करना होता है, जो आपके बच्चे को अवबोधन कौशल और बेहतर समझ की ओर ले जा सकता है।

v.) प्रेटेंड प्ले या इमेजिनरी प्ले: प्रेटेंड प्ले या इमेजिनरी प्ले बच्चों के भाषा और भाषा कौशलों को बनाने के लिए एक बड़ा तरीका है।

यहां कुछ तरीके हैं जिनमें यह मदद कर सकता है:

●शब्दकोश बनाता है: प्रेटेंड प्ले में बातचीत का अधिक हिस्सा होता है, जिससे विशेष आवश्यकताओं के बच्चों को उनके शब्दकोश को बढ़ाने और नए शब्द सीखने में मदद मिल सकती है।

●भाषा संरचना में सुधार: प्रेटेंड प्ले बच्चों को भाषा का उपयोग विभिन्न संरचनाओं और रूपों में करने की अभ्यास करने की भी अनुमति देता है। उदाहरण के लिए, एक बच्चा विभिन्न काल में वाक्यों का उपयोग करने का अभ्यास कर सकता है या प्रश्न पूछने और उत्तर देने का अभ्यास कर सकता है।


6. सामाजिक अंतरक्रिया को बढ़ावा

प्रेटेंड प्ले भी सामाजिक अंतरक्रिया के लिए अवसर प्रदान करता है, जिससे विशेष आवश्यकताओं के बच्चों को एक सुरक्षित और समर्थन सामग्री में अपने संवाद कौशल का अभ्यास करने में मदद मिल सकती है। उदाहरण के लिए, एक बच्चा वार्तालाप करने के लिए क्रम के साथ मोबाइल एप्लिकेशन और खेलों का उपयोग कर सकता है।

7. साथ में अलाउड पढ़ें

साथ में पढ़ना आपके विशेष जरूरत वाले बच्चे के भाषा और भाषा कौशलों को बनाने का एक उत्कृष्ट तरीका है। एक स्थिर समय तय करें, पसंदीदा बच्चे के आयु और पठन स्तर के किताबों का चयन करें, और उन्हें कहानी के बारे में प्रश्न पूछने और टिप्पणियाँ करने के लिए प्रोत्साहित करें। आप नई शब्दावली और धारणाओं को सिखाने और सीखाने के लिए भी किताबों का उपयोग कर सकते हैं। छोटे बोर्ड किताबों, चित्र पुस्तकों के साथ शुरू करें, और फिर धीरे-धीरे उच्च स्तर की किताबों की ओर बढ़ें।
अपने बच्चे के लिए पढ़ते समय सुनिश्चित करें कि आपने कुछ शब्द उनके लिए अधूरे छोड दिए हैं। यह उन्हें बोलने का एक अच्छा तरीका है, क्योंकि हमारे बच्चों की आदत है कि वे सब कुछ पूरा करने का और अधूरे नहीं छोड़ने का। इसलिए, जब आप वाक्य बीच में छोड़ देते हैं, तो वे निश्चित रूप से अधूरे वाक्य से शब्द बोलने का प्रयास करेंगे।

[कृपया ध्यान दें – जिस शब्द को आपने अपने बच्चे के लिए पढ़ने के लिए छोड़ दिया है, वह उनके लिए परिचित या पसंदीदा होना चाहिए। यह उनके ध्यान को पकड़ने और उन्हें इसे पूरा करने के लिए अच्छा तरीका है, और उन्हें इसे अधूरे नहीं छोड़ने के लिए प्रोत्साहित करने के लिए।]

इस पढ़ाई प्रक्रिया के दौरान मजेदार और दिलचस्प बनने का सुनिश्चित करने के लिए। इस पढ़ाई की प्रक्रिया के दौरान हंसी-मजाक का उपयोग करने का प्रयास करें।इसे उनके पसंदीदा किताब से उचित समय पर उपयोग करने के लिए उपयोग करने का प्रयास करें, ताकि आप उन्हें भाषा और वाक्यों का उपयोग कैसे करें और कहां करें केबारे में संदर्भ दिला सकें। यह युक्ति आपके बच्चे के पसंदीदा पुस्तक से लिए जाते हैं, जिसमें वे अच्छी तरह से सहयोग कर सकते हैं, और इसका सही उपयोग करने के लिए उन्हें कैसे शब्दों और वाक्यों का उपयोग करना है। यह चाल किसी भी समय प्राप्ति करने के लिए बच्चे को बोलने का तरीका दिखाने के रूप में भी लागू होता है जब आप बच्चे के पसंदीदा किताब से उदाहरण लेते हैं, तो उन्हें आसानी से संबंधित कर सकते हैं और इसका सही उपयोग कैसे करें। यह ट्रिक आपके बच्चे के पसंदीदा कार्टून या टीवी प्रोग्राम से भी लागू होती है, जहां आप उनके पसंदीदा बोलचाल का उपयोग कर सकते हैं और उन्हें उसका ठीक उपयोग करने के लिए जब आवश्यक होता है संदर्भ देने और उन्हें सही जगह पर उपयोग करने के लिए।


8. सक्रिय सुनना का अभ्यास करें

सक्रिय सुनना संवाद में एक महत्वपूर्ण कौशल है, और इसमें व्यक्ति जो बात कर रहा है, के पूरे ध्यान को देने और उचित रूप से प्रतिक्रिया देने का शामिल होता है। अपने बच्चे के साथ सक्रिय सुनने का अभ्यास करें जिसमें आंखों से संपर्क करना, सिर हिलाना या अन्य अशब्दिक संकेतों का उपयोग करना, और उनके कहे गए बोले गए शब्दों को पुनः कहने के लिए सुनिश्चित करना शामिल होता है। उनके कहे गए शब्दों को पुनःकहने के साथ उनके द्वारा कहे गए शब्दों को पुनः कहने के लिए नकल करने में शामिल होता है, ताकि समझ में आए। उनके द्वारा कहे गए बोले गए शब्दों को पुनः कहने के साथ, आप उनको इसे फिर से कहने के लिए प्रोत्साहित कर सकते हैं। इस तरीके से, वे फिर से आपके साथ बात करने में रुचाना महसूस कर सकते हैं और उनके साथ संवाद करने में आत्मविश्वास बढ़ा सकते हैं।

9. अपने बच्चे की आवाज़ बनें

यह थोड़ा संवाद कौशल और भाषा कौशल विकसित करने के लिए मुश्किल है, लेकिन आपके बच्चे की आवाज़ बनने के लिए यह एक अत्यधिक प्रभावी तरीका है। अपने बच्चे की आवाज़ बनने का मतलब है कि जब आप और आपका बच्चा साथ में कुछ गुणवत्ता समय बिता रहे हैं और मूल रूप से कुछ नहीं कर रहे हैं – और आप दोनों आपके चारों ओर की चीजों को देख रहे हैं, तो माता-पिता अपने बच्चे के लिए ऐसे बात करने लगते हैं जैसे कि आपके बच्चा बोल रहा है।
उदाहरण 1: जब गाड़ी में ड्राइव के लिए जाते समय – इसे आपके बच्चे की आवाज़ बनाने के लिए यह एक पूरी तरह से सेटअप है। जैसे ही आप और आपका बच्चा गाड़ी में प्रवेश करते हैं और बच्चे के साथ बैठते हैं, तो “राम और मम्मा ड्राइव पर जा रहे हैं“, “राम डैडी की गाड़ी पर जा रहे हैं“, “डैडी की गाड़ी सफेद है“, “मैं एक गाय देख सकता हूं“, “गाय सफेद है“, “वो एक पुलिस स्थानक है“, “और एक पुलिस कार“, “वो एक ऑटोरिक्शॉ है“, “वो एक मंदिर है“, “हम मंदिर में जय-जय करते हैं“, “हम पेशेवर खरीददार हैं“, “यह इंतजार करें“, “यह खाओ” आदि।
■[कृपया ध्यान दें – हमें अपने बच्चे से नहीं पूछना है कि – यह क्या है, राम? यह क्या है, राम? हमें उन बच्चों को शिक्षा देनी है जिन्हें पहले से ही सवाल पूछने का इरादा नहीं है, और जब उन्होंने अपने प्रारंभिक कुछ शब्दों का उच्चारण या कुछ भी नहीं बोलने शुरू किया है, तो वे आपके किसी भी प्रश्न का उत्तर नहीं देंगे, बल्कि वे यदि बोलने के इरादे में हैं, तो उन्हें उत्तर देने की बजाय उनको इसे न बोलने का चयन करेंगे।]

हमें अपने बच्चे को बताना होगा कि हम चाहेंगे कि वे उन्हें आगे जाकर किसी भी प्रश्न का उत्तर दें जिसे हम उनसे पूछते हैं। ऐसा इसलिए है क्योंकि हमारे बच्चे को समझने, मानक विकास, भाषा और भाषा की प्रारंभिक शिक्षा के साथ ही समझने में देरी होती है, जो उनकी आयु के अनुसार उनकी अन्य उम्र के बच्चों की तरह इन बातों को आसानी से सीख सकते हैं।

उदाहरण 2 – Shopping Mall/ बाजार में – “यह एक एस्केलेटर है”, “हम ऊपर जा रहे हैं”, “वह खिलौना दुकान है”, “मुझे खिलौने पसंद हैं”, “यह एक कपड़ों की दुकान है”, “आओ खरीददारी करें”, “ठीक है इंतजार करें”, “ठीक है खाना खाओ” आदि।
उदाहरण 3 – शाम की सैर पर जाते समय – “वाह, दोस्त पार्क में खेल रहे हैं”, “यह घरेलू दुकान है”, “यह एक स्विमिंग पूल है” आदि

उदाहरण 4 – पार्क में बैठे हुए – “यह घास है”, “यह हरा है”, “यह ब्लू स्काई है” आदि

उदाहरण 5 – बालकनी पर बैठे हुए – “यह सड़क पर चल रही काली कार है”, “4 पंछी आसमान में उड़ रहे हैं”, “हम बालकनी पर बैठे हैं”, “बाहर का मौसम खूबसूरत है” आदि।

इसलिए, इन आसान से दर्थ किये जाने वाले परिस्थितियों में हमें नियमित रूप से इन बातों को कहते रहने की आवश्यकता है। उदाहरण 3, 4 और 5 को बिना किसी विफलता के रोजाना किया जा सकता है, उदाहरण 1 और 2 को हर हफ्ते किया जा सकता है। इसलिए इन स्थितियों में बच्चा थोड़े आराम से मानसिक स्थिति में होता है, हरित क्षेत्र में है, और सुनने की क्षमता होती है। हमारे बच्चों के पास हम जो कुछ भी कह रहे हैं, उनका निवेश और पंजीकरण करने की जज्बा है, इसलिए इस तरीके से वे आपके द्वारा कहे गए वाक्यों को उन्हें दिनों के अंदर ही बोलने और बोलने की शुरुआत कर सकते हैं। और इस चरण में सफलता पाने के लिए हमें पहले पॉइंट 1 से 8 तक प्राप्त करने की आवश्यकता है ताकि आपके बच्चे के पास एक भाषा पर पकड़ हो और उनके पास एक अच्छा शब्दकोश हो, वह कुछ संज्ञानात्मक और क्रियाएँ जानता है, कुछ संज्ञानात्मक और वर्ब्स को जानता है तो तब ही यह प्रभावी तरीके से काम करेगा।

10. संवाद को समर्थन देने के लिए प्रौद्योगिकी का उपयोग करें
विशेष जरूरत वाले बच्चों के साथ संवाद विकास की समर्थन में मदद करने वाले कई प्रौद्योगिकी उपकरण उपलब्ध हैं। उदाहरण के लिए, भाषा उत्पन्न करने वाले उपकरण वह बच्चों को मदद कर सकते हैं जिन्हें बोलने में कठिनाई होती है, उनके विचार और आवश्यकताओं को संवादित करने में। इसके अलावा, एवाज़ और खेल की तरह कई एप्लिकेशन और खेल भी उपलब्ध हैं जो आपके बच्चे को संवाद कौशल का अभ्यास करने में मदद कर सकते हैं। संवाद की आवश्यकता को समर्थन करने के लिए प्रौद्योगिकी का उपयोग कैसे करें, यह जानने के लिए ब्लॉगरसाथी प्रशांति वंकममीड़ी के @prashanthivankamamidi ब्लॉग पढ़ें – https://specialsaathi.com/2023/04/16/communication-beyond-speech-part-1/

इसलिए, आपके विशेष जरूरत वाले बच्चे के बोलचाल और भाषा विकास कौशल को बढ़ाने के लिए घर पर भाषा और भाषा विकास कौशल बनाने के लिए धैर्य, सततता, और रचनात्मकता की आवश्यकता है। एक संवाद-धन्य समर्थन पर्यावरण बनाकर, दृष्टि और इशारों का उपयोग करके, अपनी भाषा को सरल बनाकर, खेलकूद खेलकर, साथ में पढ़कर, उनकी आवाज़ बनकर और प्रौद्योगिकी का उपयोग करके, आप अपने बच्चे के संवाद विकास का समर्थन कर सकते हैं और उन्हें उनकी पूरी संवादिकता की प्राप्ति में मदद कर सकते हैं। याद रखें कि छोटी सफलताओं का जश्न मनाएं और अपने प्रयासों में बहुत ही सतत रहें, और आपके बच्चा समय के साथ धीरे-धीरे प्रगति करेगा।


आशा है कि आपको यह ब्लॉग उपयोगी लगेगा, इसलिए कृपया टिप्पणी करना और इसे साझा करना न भूलें। धन्यवाद!

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Resources

Building communication with the help of Shape drawing

A video blog by Pinki Kumar on building communication with the help of shape drawing.

Author Pinki Kumar

Pinki is a special educator, play therapist and a mother of a neurodivergent kid. She has a YouTube channel Play and learn to teach different methods and strategies. These videos are a great resource for the parents to help their child learn various skills.

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BloggerSaathi

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC):
USING THE AVAZ APP BEYOND COMMUNICATION


-TRIVENI GOSWAMI VERNAL
Registered Special Educator (A64010)

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC)


All forms of communication, apart from Speech, that can enable individuals to express their thoughts, feelings and needs, is referred to as Augmentative and Alternative Communication. According to the American Speech-Language-Hearing Association (ASHA), there are several types of AAC (https://www.asha.org/public/speech/disorders/aac/):


“NO-TECH /LOW TECH OPTIONS” such as
• Gestures and Facial expressions
• Writing
• Drawing
• Spelling words by pointing to letters, and
• Pointing to photos, pictures, or written words


HIGH-TECH options such as
• Using an app on a device to communicate
• Using a computer with a “voice”, sometimes referred to as a speech generating device.”


THE AVAZ APP
The Avaz app (https://www.avazapp.com/) is a picture and text based AAC (Augmentative and Alternative Communication) application that enables an individual with communication difficulties, to express their needs, ideas, opinions and thoughts. As an AAC, the Avaz app provides a tool to the individual to be an active participant in the learning process.

In a country like India, where there are multiple languages, an advantage of using the Avaz app is that the words on the app can be recorded in multiple languages…Hindi, Bengali, Tamil, Telugu, Malayalam, Kannada, Marathi and Gujarati, apart from English.
There are several features within the app that make it accessible for individuals with diverse communication needs.

As mentioned in the website https://info.avazapp.com/avaz-aac-new-features-2022/, new modifications have made “it easier for switch and eye gaze users to communicate using the app…like the morphological forms of words shown in Avaz”. Besides these major modifications, one can also make changes to the Zoom button and the High Contrast button, to help an individual’s visual needs. Care has also been taken to ensure that individuals with fine motor issues, who are unable to point and tap the screen accurately, can do so by adjusting the settings on the device.


Avaz has several categories of Core Words and Phrases, both at the beginner level and advanced level (with grammar etc). And because it is both a Picture based as well as a Text based app, one can make folders on various topics, starting from basic identification of oneself, one’s family members, of objects, places to visit, favourite food, emotions, hobbies, books, favourite music etc using both text as well as photos that can be uploaded from the gallery on the device/ symbols already available on the app /the internet (if the device is logged on to it). In addition to the photos, one can also record the voice of the given text, in one’s preferred language. This makes it easier for the individual, especially a child in India for example who might not be familiar with an accented pre-recorded voice.


Another feature that is extremely helpful is being able to create a low-tech communication board or an Avaz book, based on a folder, made on the app. A print out of the Avaz book can be taken, and then used in multiple settings. For example, if one is travelling somewhere and is not able to have access to the device, one can take a print out of the Avaz book for further communication with the individual.


TEACHING BASIC CONCEPTS: FEW EXAMPLES
Modelling is a strategy to be adopted to teach basic concepts. While Modelling, the educator/caregiver can highlight the chosen word on the Avaz app (from its section of Core words), using it in a variety of sentences and situations. Please note, for each activity that is introduced, the learner must have pre-requisite knowledge regarding it.


1) TEACHING THE COLOUR RED: For example, if the educator wants to teach the colour Red to the individual, the educator can perhaps do an activity with the individual, where he/she can highlight the word Red. For example, a Craft Activity that comprises of Colouring a sheet of paper and pasting, where she can model the word “Red” on the app for the child while saying the following:

a) Take the RED colour pencil.
b) Colour the circles RED.
c) Paste the RED circles on the paper.

2) TEACHING the words OPEN AND CLOSE in a Vocational Activity (opening and closing the lid of a biscuit tin)
a) OPEN the cupboard and take out the biscuit tin.
b) OPEN the lid of the biscuit tin and take out the biscuits.
c) CLOSE the lid.
d) OPEN the cupboard and put back the biscuit tin.

3) TELLING A STORY IN FOUR SENTENCES
“THE THIRSTY CROW”
a) It was a HOT day.
b) The crow WANTED TO DRINK water.
c) It SAW a pot with water below.
d) It PICKED stones and PUT in the pot and the water came UP.
4) DEVELOPING SOCIAL SKILLS
a) When I MEET someone, I will say HELLO!
b) When the ASK me, “HOW ARE YOU?”
c) I will ANSWER, “I AM FINE”
d) I will then ASK them, “HOW ARE YOU?”

USING AVAZ FOR VISUALIZATION IN READING
Since Avaz is a text and picture-based app, one can summarize the plot of an entire story, in images taken from the device’s photo gallery/symbols pre-loaded on the app/ from the internet, and add the text for each image recorded in our own voice. This can be used not only for a story, but also any lesson that one wants to teach. For example, Internal and External Organs, Landscapes, Plants…just about anything that one wants to teach, that can be augmented with Visuals for the learner.
AVAZ BOOK ON THE STORY “DANDYLION” BY LIZZY FINLAY



AVAZ BOOK ON INTERNAL ORGANS



PLAYING FUN GAMES ON AVAZ

The app need not be only used for literacy and communication, in the conventional sense, but it can also be used for fun games, like Name, Place, Animal, Thing. Since Kabir is not very familiar with Names and Places, we often play with the categories, Animal and Things. It is a great activity, for turn taking as well as learning new names of animals.

ANIMALS AND THINGS


In this example, Kabir and I played the game for every alternate letter, A, C, E, G etc.
One can customize the game, including a category that the child has a special interest in. For example, names of vehicles, brand names, names of books, names of songs, names of flowers/trees etc., anything that the child likes and shows an interest in.
The process of Learning does not have to be drab and boring. As educators and caregivers, we must infuse the 3 E’s –energy, enthusiasm and excitement. Only then will the child find the motivation to engage with us and be open to try new ways of learning.
Avaz Inc. provides several training programs for parents, educators and professionals. A brief description of each:
1) Avaz Certified Educator: it is an online certification course specially designed for Special Educators, targeted for successful AAC implementation in schools and classrooms . Enrolment for this course is currently underway. It is for Special Educators, Shadow Teachers, ABA therapists and non-Speech Language Pathologists. All details are provided on the website https://www.avazapp.com/ace/ . The course will begin on May 8th, 2023.
2) Avaz Certified AAC Professional: An online certification course covering everything that you need to know for successful AAC implementation. It is for Speech Language Pathologists, Speech Therapists and Audiologists (https://www.avazapp.com/acap/)
3) Avaz Aarambh: It is for parents who have just started using Avaz or want to re-start their child’s communication journey (https://www.avazapp.com/avaz-aarambh/)

Avaz Inc also provides the services of Teletherapy (https://www.avazapp.com/avaz-teletherapy-2/)
**********


**The author is an Avaz Certified Educator (Jan 2023)

Author Triveni Goswami Vernal

Triveni Goswami Vernal is an Autism advocate, registered Special Educator (CRR A64010) and an Independent Researcher. Her areas of interest include Autism, Disability Rights, Gender, Art and Northeast studies. She is a mum to an 11 year old on the Autism Spectrum.

Creative representation for this blog is done by our extremely talented CreativeSaathi associate Kabir Vernal

“Evening Sky”
An abstract art piece depicting an evening sky over a meadow
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ALTERNATIVE AND AUGMENTATIVE COMMUNICATION (AAC)- STRATEGIES TO CONSIDER


The ability to speak is a blessing which is taken for granted many a time. Meaningful speech is a learned behaviour which involves information processing and generating a motor response. Majority of the children on the spectrum have processing difficulties and co occurring motor difficulties like apraxia/dyspraxia, low tone etc. Their motor system takes time to develop and does not always follow the timelines / milestones of typically developing children. This impacts the ability to produce speech because speech is a pure motor act involving the synergistic functioning of a number of muscles.

But as discussed in some previous blogs on Communication by @prashanthivankamamidi Read it here https://specialsaathi.com/2023/04/16/communication-beyond-speech-part-1/ Speech is not the only means to communicate and non speaking doesn’t mean non thinking and non speaking doesn’t also necessarily have to be non communicative .

On similar grounds, speech may also not always be communicative for people on the spectrum. Using an AAC system does not mean we are giving up on speech. In children with sensory processing disorder and motor speech difficulties like dyspraxia and dysrathria, appropriate sensory integration strategies, whole body and motor speech work need to be incorporated into the child’s program to see gains in speech. At the same time since we want the child’s language to grow along with the child, we need to explore alternative methods to stimulate language and foster communication. As parents, I believe it is our duty to make the process of communication easy for our children because communication is the essence of human relationship. Language adds meaning and expression to human interactions. So AAC is an attempt to support a developing motor system to communicate and develop language .


Alternative and Augmentative Communication includes both low tech and high tech forms. Low tech includes gestures, writing, sign language, communication boards ,pictures, PECS etc where as high tech includes a speech generation device which uses softwares like Avaz, Proloqu2Go, Tobii Dynavox, Saltillo, LAMP words for life and many more. I have been using Avaz as well as communication boards with my son. So lets jump into the strategies.
For any AAC system to be successfully implemented , we need to consider many variables. Each of the headings below is a topic in itself and this is just an overview of the strategies which I found useful.


• To begin with , PRESUME COMPETENCE. Every child can communicate if we teach them the way to do so and provide them with ample opportunities for the same. First of all, we need to get rid of limiting beliefs. When we think of only limitations like the child has difficulty in visual discrimination, scanning, fine motor issues etc as an excuse not to use AAC , we are giving up even before we begin.There is a way to work around these issues and trained professionals can guide you regarding the same. These days there are eye gaze systems available which can be successfully used for communication even by children who have significant motor difficulties.

• SETTING UP THE SYSTEM: This is an essential part and one of the first steps in an AAC intervention where in we decide and make a list of all the possible words which we use on a daily basis, the words which are important to the child. This is mostly child and family centric.

For eg: A child may love ‘ Dosa’ or a family might visit a particular relative every weekend and so on. So there must be symbols in the system to cater to this kind of conversation. That is why AAC systems need to be customised keeping the user in mind. Once the list is decided these are carefully laid out in a particular order and at various levels so that navigation is easy for the child. At this stage we decide on the grid size (number of pictures per screen), size of the symbols, levels of folders etc depending on the child. An AAC trained professional can guide in this processs taking into account, the individual child’s visual and motor abilities. Nevertheless it is always a good idea to have more symbols than a restrictive set of symbols which are just need based because unless we have those symbols we will not model those. It is essential to use a robust system with access to a rich vocabulary. I know this may sound counterintuitive, because we are told that children on the spectrum have significant processing difficulties and hence should be exposed to a limited number of words initially. But most of the time what happens is that when we have less number of words on our system we restrict the language that we are modelling to just those many words that we have on our systems. So we will get stuck at need based communication simply because we are not exposing our children to richer language. So more words being modelled results in richer receptive language. This doesn’t mean that we are going to model all these words in a day or two. It is done gradually and systematically. But we should have it in our AAC system so that when the appropriate situation arises we can model the same. This is one of the biggest advantages of hi tech systems because any word with its picture symbol, can be added at the click of a button. Also the auditory feed back that a hitech system provides is beneficial to the user . So presume competence and add more vocabulary to your child’s life in naturalistic settings. It is also important to have a dedicated device for communication. For entertainment, you tube and cartoons a different device should be used .


●THE GOLDEN RULE : MODEL MODEL MODEL– There is no other way in which language can be developed. Essentially this is the way natural language is acquired by all children. Parents of typically developing children model vocabulary multiple times throughout the day unknowingly and children pick up those words. AAC is a new language- So we have to model its use so that children develop rich language. Aided Language stimulation/ Input is the more technical term used for MODELLING WITHOUT EXPECTATION.So essentially what we do is we speak to the child using the device and our voice. For example : When I say to my child “ Amma feels thirsty “ , I simultaneously model the key words like feel and thirsty on the device. I do not expect the child to repeat after me or respond using the device. Attention towards the AAC system is a pre requisite for this step and you can build on it. It might sound very impossible or undoable when we start . But with practice we become more proficient in it and believe me it works.It is the process by which we are consistently showing the child where a particular symbol is there on the AAC system ,repeatedly ,so that slowly he will learn to navigate and find the word. In this regard it is very important not to keep on shifting symbols every now and then because it hinders the development of a consistent motor plan. Also do not use very long sentences and do not model every word that you say. Model the key words, model just one word above the child’s present level. If the child can say ‘water’ , we will model ‘want water’. Here is a useful article on aided language stimulation:
https://avazapp.com/blog/aided-language-stimulation-modelling-strategies-in-aac/

• MODEL MORE, PROMPT LESS- The process of prompting should only begin after a word has been modelled a significant number of times. The more a child sees a word being modelled, the more the chances that the child might use that word on his own. Be aware of the PROMPT HIERARCHY– start from the least intrusive prompt and move up to more intrusive ones. Physical prompts must be used only as the last option since they are very difficult to fade off. Refer to this article to learn more about prompting and the prompt hierarchy.
https://avazapp.com/blog/understanding-prompting-hierarchy/

• MODEL ACROSS SITUATIONS , USE WITH MULTIPLE COMMUNICATION PARTNERS– Success and communication autonomy happens when the AAC is used in multiple situations and by every one around the child. This builds confidence in the child regarding this new mode of communication. This means that the family has a large role to play. A therapist spends very little time with the child whereas family members get multiple communication opportunities which should be utilised in modelling language. To take all the family members into confidence regarding AAC use is not an easy task ! It will always be a work in progress. But start the process and it will slowly evolve.

• Be aware of the POWER OF THE PAUSE- An expectant pause gives opportunity and time for the individual to process the information and come up with a response. The minimum we can give is 10 seconds upto about 45 seconds (RDI recommended wait time) before you repeat the question or prompt. Literally count in your head. Slowly you will understand how much time your child is taking to process and will be surprised too when you realise that you are the one who was impatient. I have suffered this guilt!


• BE AWARE OF THE COMMUNICATIVE FUNCTIONS: This is essential ,so that we can model each of these functions during our every day interactions. Looking at the image below (Ref theaac coach.com), one will realise that communication is not just need based, there are myriad other functions of human communication! These communicative functions can be effectively modelled during routines and daily life interactions, if we are mindful. Again, will be difficult in the beginning but gets better with practice.

• Use COMMUNICATION TEMPTATIONS: Use everyday opportunities to engineer situations where the child will have to communicate. Sabotage certain situations so as to bring in initiation . For eg: If colouring is your child’s favourite activity, you can give your child paper. Wait for the child to look for crayons and use this opportunity to model ‘WANT CRAYONS’. This helps to build requesting. This resource helps with communication temptation:
https://www.avazapp.com/blog/all-about-communicative-temptations/

• TEST VERY LESS -Reduce the number of Questions that you ask. Continuous testing results in lot of performance demands and adds on to anxiety and stress. This might lead to
communication breakdowns and device abandonment. So avoid phrases like “show me, tell me, what is” etc which may become communication stoppers. Remember an AAC is a communication device, not a testing or academic work device.

• Always REINFORCE– Any attempt at communication , be it verbal, non verbal or using an AAC must be reinforced which will motivate the child to communicate more.

• Understand the difference between CORE AND FRINGE VOCABULARY – Although we always start teaching apple, ball and cat, these words may not be very functional for the child except in certain specific scenarios. On the other hand core vocabulary is used in a majority of our daily life situations in a variety of situations. Eg: Consider the word ‘go’. We can use it in a number of situations like ‘ go to park, go in auto, lets go, go to toilet, go with daddy, ready set go, bubbles go up’ etc. Similarly consider the words ‘help’ , ‘like’, ‘don’t’ etc which can be used in a variety of situations. These are core words.Teaching these core words will help in language generalisation.
 


• TARGETED PRACTICE AND SHARED READING– It is a good idea to select one or two core words for a specific period like a week or 10 days to model during shared reading. Here is a great resource providing simple stories which targets specific core words which keep repeating in the story.

https://www.tobiidynavox.com/products/core-first-lessons?tab=0

In the beginning if interest in stories is less, we can make social stories with the child as the person of interest. This can be facilitated by taking photographs and putting into a power point and highlighting the core words. Use simple sentences and highlight the key words. For example we can write a story about our visit to the park. We can highlight words like go, play, fun, climb, jump etc. We model the highlighted words on the AAC when we read the story. This kind of story telling will also aid in recall of events and in creating memories. It will feel cumbersome in the beginning ,to read and model at the same time, but with practice we get better at it. This kind of targeted practice is also a great way to introduce and teach certain useful words that may not come into everyday language on a regular basis. For eg : lets consider the word ‘pain’. There will be limited opportunities to model. So if we have a story around it, we can model the word ‘pain’ , teach to localise the pain, ask for help when in pain etc. One can use CREATIVE WAYS to make the story very interesting by adding not just pictures , but GIFs as well. This is especially true for action words and emotions were a static picture may not be able to convey the true essence of the word. Consider the two pictures below . The dynamicity of GIFs will help the user relate to the word more.

Jump
Angry


• Last but very important point: Know your child’s way of language processing- Analytical Language Processing (ALP) versus Gestalt Language Processing (GLP). I would urge the readers to refer to Ms Triveni’s blog on Gestalt Language Processing https://specialsaathi.com/2023/03/16/gestalt-language-processing-and-autism/

This is essential because the way you are going to model language is going to be different. ALPs will start with single words, then two words phrases and gradually increase their language complexity. So modelling will also follow the same path. GLPs on the other hand will require pre stored phrases and sentences to begin with. Professional help will be useful to decide on this. This resource helps in understanding Gestalt language processing
https://avazapp.com/blog/gestalt-language-processing-spontaneous-communication/

Other useful resources:
https://praacticalaac.org/
https://www.theaaccoach.com/

AAC is a whole new language. So as caregivers we need to learn and use it in the right way so that communication becomes a success.
Disclaimer: I am not an AAC expert. These are the strategies I have learnt through personal experience and through reading. I actively pursue these strategies and find them very helpful. My sincere thanks to team Avaz for guiding me in my AAC journey.

Author Dr. Indu Manicketh

Dr Indu Manicketh did her MBBS from Madurai Medical College and MD in Pathology from St John’s Medical college Bangalore. She runs a histopathology laboratory at Jeeva Janaki hospital Madurai and she is associated with Apollo Hospital Madurai as a consultant . Her areas of interest in medicine include transfusion medicine, lymphoproliferative disorders and Quality management systems. The cause of autism and neurodiversity is very close to her heart and she actively pursues these interests. She is trained in Oral Placement Therapy, Level 1 , Introduction to PROMPT by the PROPMT Institute, Sensory motor approach to Apraxia by Renee Roy Hill, Solving the puzzle of autism by Robyn Merkel- Walsh. She believes in continuous learning and improvement. She has a seven year old son. A trained carnatic vocalist, she loves to sing, read and research during her free time.

Creative representation for this blog is done by our extremely talented CreativeSaathi associate Vinayak Raj

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Every Kid deserves a voice

10 best home-based Strategies for Speech, language and Communication development in early years of your child- part 1

Children with special needs often require additional support and attention to develop their speech and language skills. As a parent or caregiver, you play a crucial role in facilitating your child’s overall communication development. Communication development is a crucial aspect of a child’s overall development, and it can be especially challenging for children with special needs. As a parent or caregiver, there are several practical strategies you can use to support your child’s communication development at home. In this blog, I’ll explore practical strategies to build speech, language and communication development skills in your child at home.

Let’s discuss and explore these strategies in detail.



1. Create a communication-rich environment
A communication-rich environment provides your child with multiple opportunities to practice communication skills. Encourage communication in all forms as communication is not just about speaking and verbal language. So, encourage your child to communicate in all forms, including gestures, facial expressions, sign language, and other nonverbal cues at home and around. By recognizing and responding to these forms of communication, you can help your child feel more comfortable expressing themselves and build their confidence in communicating. You can also create such an environment at home for your child by using simple language when communicating with your child, playing games that require turn-taking, and reading books together. Additionally, you can label all the objects around the house and describe what you’re doing as you go about your day. Be your child’s voice to motivate them to wish to speak. Hence, Providing a communication-rich environment is one way that provides your child with many opportunities to practice their communication skills. Let’s explore each strategy one by one:


2. Use visuals and labels to support communication
As we discussed in our first point to create a communication-rich environment for our child at home. So, for this we require help of visuals. Visuals are a powerful tool to support communication development in children with special needs. Parents can use pictures, photographs, Flash- cards, drawings, Noun-book, verb- book, numerous identification books(available online and in market), visual cards, simple text written in a piece of paper, to help your child understand and express their needs and wants. Also to  help them predict what’s required by them. Visuals can also be used to help your child learn new vocabulary, helps in building understanding, environment awareness and concepts. So, Visual aids can be a powerful tool to support communication.

3. Use gestures and facial expressions
Gestures and facial expressions are an essential part of communication. They can help your child understand what you’re saying and also helps in expressing their own thoughts and feelings. Encourage your child to use gestures and facial expressions to communicate, and respond to their nonverbal cues. Take help from simple YouTube videos of feelings and emotions or books to teach them in a fun way. Do role modelling and use a lot of facial expressions and hand gestures , actions while talking to them.

4. Simplify your language
This is one of the most important steps in communication which is to use only one language to communicate with your child. Simplification of language has many important and significant sub points which parents should not miss by any chance- 

A.)Use of only one language – During initial communication and speech development process, when your child is beginning to understand the language, vocabulary, words and trying to make sense of it then ask everyone in your family, friends, therapists to stick to that language while communicating with your child. Avoid mixing two languages until very necessary.
B.) Initially use only small sentences or phrases.Moreover, when communicating with your special needs child, it’s important to use simple language that they can understand.
C.) Avoid using complex sentences, and parents can remove articles, verbs, adjectives  when beginning with the initial teaching of language to your little one.
Example 1.- Ram eating
rather than Ram is eating his food.
Example 2- Ram going school
Rather than Ram is going to his school

D.)Use short, simple sentences and repeat the key words and phrases to make them learn and place in their memory to help reinforce understanding.

5. Avoid abstract concepts that may be confusing:
For Example, a.)Tomorrow is Mumma’s birthday. b.)Rita Aunty will come on the weekend and will bring presents. c.)We will enjoy the birthday party. d.)Daddy will return next month from his tour, e.) I promise, I will give you chocolate..etc

These are some abstract sentences for the beginners. Why because Initially concepts like today, tomorrow, yesterday, next month;  meaning of birthday, party, presents, enjoying, happy, promise etc are not known and understood to the child where they cannot make sense of any of the above sentences. So, to teach such concepts make sure individual meaning of all the above mentioned words (today, tomorrow yesterday,  meaning of birthday,  party, presents, happy, etc) have been taught to the child in a specific and in generalized forms with various examples and situations used to perfect them.

6. Play games that promote communication
Playing games that promote communication can be a fun, concrete and effective way to build speech and language skills. Some examples of games that promote communication include:

i.)A Simple Treasure hunt- Most of our kids have strong fascination with alphabets and numbers. So collect all the alphabets or numbers (from educational toys that you have at home). Now hide them at all the different labeled places at your home. For example-TV,  fridge, dining table, chair, sofa, bookshelf, door,  kitchen, toyshelf, bicycle etc. Now, initially if the child doesn’t seems to cooperate then both the parents can play and do the role Modelling or can teach the child by physical prompting and if child seems to be interested then you are good to go.

Start the game with some fun lines- “All the alphabets are missing. Ram lets find out the missing alphabets”. And show the child what exactly needs to be done a couple of times. And then you’re good to go.

So, here you have started with simple yet fun instructions to get the child’s attention, and then can further add – –>”Alphabet ‘A’ is hiding on TV”. Since you have labeled TV and must have been teaching your kid by pointing etc that this thing is “TV”, so the child will automatically try to find the missing alphabet around the TV. How, this helps , as our kids keep on recording and registering whatever we are saying so these sentences which have things of their interests like alphabets, objects in the house, they will pay attention to your sentence and will memorise in no time and would repeat that while playing and otherwise. Then, further you need to help them in building up sentences from here.

ii.)Simon says: Next fun game is Simon says.  This game also involves following instructions, which can help your child practice listening skills and following directions.
iii.)I spy you: This game helps your child learn new vocabulary and practice descriptive language.
iv.)Dumb Charades: This game involves acting out words or phrases without speaking, which can help your child develop nonverbal communication skills and better  understanding.

V.) Pretend Play or imaginary play- Pretend play or imaginary play is a great way to build communication and language skills in children with special needs.


Here are some ways in which it can help:

Builds Vocabulary: Pretend play involves a lot of talking, which can help children with special needs to expand their vocabulary and learn new words. For example, if a child is playing with a toy kitchen, they might learn the names of different fruits, vegetables, and kitchen utensils, what to do with them etc. Same goes with the Doctor’s set, which is one of the best way to engage your child in pretend play. Teacher- student, shopkeeper- customer, restaurant game etc are different fun, relatable and easy pretend play games. Parents can use household items if they cannot purchase the toys. Comb, empty shampoo bottle, cream, towel, first aid items, remote, etc , there are plenty of household items which are a great learning material for pretend play.

Improves Language Structure: Pretend play also allows children to practice using language in different structures and forms. For example, a child might practice using sentences with different tenses or practice asking and answering questions.

Enhances Social Interaction: Pretend play also provides opportunities for social interaction, which can help children with special needs to practice their communication skills in a safe and supportive environment. For example, a child might practice taking turns, making requests, or expressing feelings during pretend play of above given examples- in doctor’s clinic, in the restaurant, in shopping market, in the class.

Encourages Creativity: Pretend play also encourages creativity and imagination, which can help children with special needs to express themselves in new and different ways. For example, a child might create a new story or character during pretend play, which can help them to develop their creativity and imagination. Or can include familiar characters from their favorite cartoon programs during their pretend play.

So, pretend play or imaginary play can be a powerful tool for building communication and language skills in children with special needs. By providing opportunities for vocabulary building, language structure practice, social interaction, and creativity, it can help these children to develop important communication and language skills that will serve them well throughout their lives.


7. Read aloud together
Reading together is an excellent way to build speech and language skills in your special needs child. Fix a time preferably during night time before going to sleep. Mark this in your child’s schedule to maintain consistency. Choose books that are appropriate for their age and reading level, and encourage them to ask questions and make comments about the story. You can also use books to teach new vocabulary and concepts. Begin with small board books, picture books, then gradually move to higher level books.

While reading for your child make sure to leave some words for your child to finish it. It’s a great way to let them speak as most of our kids have a habit of finishing everything and not leaving it undone. So, when you leave the sentence midway then they would certainly try to speak out the remaining words from the unfinished sentence.

[Please note- the word that you have left for your child to read should be familiar or kind of favourite or relatable to your child. This is a sureshot way of getting their attention, and their willingness to read it and finish the unfinished sentence. ]

Make sure to be as funny and interesting during this process of reading. Try to use the sentences read in your child’s favorite book at a given situation to draw a reference for your child as how to use language and sentences and at what place. Being taken from his favorite book, child can relate very easily and can draw reference. This trick applies to your child’s favorite cartoon or TV program, where you can use their favorite dialogues, lines from it and can use it whenever required to draw a reference and for its proper usage.

8. Practice active listening
Active listening is an essential skill in communication, and it involves giving your full attention to the person speaking and responding appropriately. Practice active listening with your child by making eye contact, nodding or using other nonverbal cues, and repeating back what they’ve said to ensure understanding. Repeating back what they have said with the tone reflecting how important and interesting thing that your child has told you is a way to encourage them to say it again. This way they can find it interesting to interact with you again and again.

9. Be your child’s voice-
This is a little tricky but such an effective method to develop communication and speech in your child. It shows 100 percent results gradually but effectively developing speech and communication in your child.

Being your child’s voice means,when you and your child both are spending some quality time together and doing basically nothing- and you both are looking at the things around you, then the parent may start speaking for your child as if your child is speaking. Let me explain with a few examples-

Example- 1: while going in the car for a drive- this is a perfect setup for you to be your child’s voice. As soon as you enter and sit inside the car with your child, start with – “Ram and mumma are going on a drive”, “Ram is going by Daddy’s car” , ” Daddy’s car is white” , “I can see a cow” , ” cow is white”, that’s a police station”, “and a police car”, “that’s an autorickshaw”, ” that’s a temple” ” we do jai jai in the temple”, “We have reached shopping mall”, ” this is is the parking”, “it’s so dark in the parking”, etc .

[Please note– we don’t have to ask our child like – what is this Ram? What is that Ram? Where are we going Ram? This is an entirely wrong way to teach our child who doesn’t even like to be questioned in the first place, and when they haven’t started uttering their initial few words or speaking anything , they wouldn’t answer any of your questions, rather if they’re willing to speak they would choose not to.]

We have to teach our child all the answers that we would like them to give further when we ask them any question. It’s because our children have delay in understanding, in cognitive development, speech and language, understanding of our environment etc, unlike the other children of theirs age who can pick these things easily.

Example 2- In the shopping mall – ” this is an escalator” , “We are going up” that’s the toy shop” , ” I love toys”, “it’s a clothes shop”, “let’s shop”, ” Let’s wait”, “Let’s eat” etc.

Example 3- while evening walk or taking your little one on his tricycle- ” wow, friends are playing in the park “, ” this is a grocery shop”, “this a swimming pool” etc

Example 4 – Sitting in the park- “this is grass” ” it’s green”, “it’s so soft”, “that’s the blue sky” etc

Example 5- Sitting in the balcony- ” thats the black car going on the road”, “4 birds are flying in the sky”, “We are sitting in the balcony”, it’s a lovely weather outside” etc

Now, in these easy to do situations we need to consistently keep on doing and saying these things. Example 3,4 ad 5 can be done daily without fail, Example 1 and 2 can be done weekly. So, here in these situations the child is in little relaxed mental state, in a green zone, and has ability to listen to you and understand. Our children have innate quality of recording and registering whatever we are saying to them, so with this method whatever we want them to say and talk that we could begin ourselves saying in those situations and in no time, be it with in a week to an year your child will start speaking exact those lines that you have said during these situations. And to get success in this step we need to achieve point 1 to 8 beforehand so that your child has a grasp on one language and has a good vocabulary, knows some nouns and verbs then only this will work in an effective manner.

10. Use technology to support communication
There are many technological tools available that can support communication development in children with special needs. For example, speech-generating devices can help children who have difficulty speaking communicate their thoughts and needs. Additionally, there are many apps like avaz and games available that can help your child practice communication skills. Read bloggersaathi Prashanthi Vankamamidi’s @prashanthivankamamidi blogs on communication and special development to find out how to use technology to support communication- https://specialsaathi.com/2023/04/16/communication-beyond-speech-part-1/



So, concluding the first part of my today’s blog here. Building speech and language development skills in your special needs child at home requires patience, consistency, and creativity. By creating a communication-rich environment, using visuals and gestures, simplifying your language, playing games, reading together, being their voice and using technology, you can support your child’s communication development and help them reach their full potential. Remember to celebrate small successes and be very consistent in your efforts, and your child will gradually make progress over time.

Hope you will find this blog useful, so do not forget to comment and share this with fellow parents. Thank you !!

Author Shilpi Mayank Awasthi

Founder SpecialSaathi.com

Creative representation for this blog is done by our extremely talented CreativeSaathi associate Morpheus Nag