PRACTICAL GUIDELINES FOR PRACTICING PSYCHOMOTRICITY

Abstract

First steps in speech disorders therapy after screening is to assess students with disabilities complex language. A complex examination of each student is done in order to knowledge the psycho-somatic particularities, establish differential diagnosis, and elaborate collective and individual work programs. It is evaluated the development of vocabulary, pronunciation of sounds, language psychological age, integrating phono -articulatory organs along with their motility. Folllowing the implementation of therapy language disorders programs – focusing in breathing practice, phonemic hearing, the general mobolity and articulations, while issuing sounds and dropping them into sylables, words, phrases – respectively adapted to each student, each group Particularly important is the introduction of a series of assessments after each sequence work upon which to continue or change the ways of the programs of therapy language disorders, focusing on securing and strengthening the sounds in words, sentences, phrases, both in current speech and in reading, recitation,singing, writing. Periodic evaluation performed after going through each working sequence will have a formative role regarding both the volume and the quality of language acquisitions reflected at an individual level as well as the communication skills at a social level. Practicing Psychomotricity involves exercises: breathing, developing hearing phonemic, the general motricity and articulations, complex intellectual stimulation, reading - writing as well as psychotherapeutic activities to educate students personalities will be permanent, weighting them in daily activities will be determined differently, in groups and individually, depending on each case pending in therapy. After therapeutic educational objective, psychomotor education complex can be achieved through. [ABSTRACT FROM AUTHOR]