1, music rationalization. At present, experts and scholars from all walks of life are studying effective methods of rehabilitation training and special education for children with sensory impairment, and the unanimous conclusion is that music therapy is effective. Although music therapy for children with sensory impairment has just started in China, the methods and techniques of music therapy or art therapy, including comprehensive music, dance and painting, have been applied in foreign special education for decades, which has broadened the road of special education and achieved remarkable results. Children with sensory impairment are sensitive to music. Teachers can effectively mobilize and adjust the emotions of children with sensory impairment in training, so that they can quickly enter the game activities designed by teachers and cooperate with the treatment. Teachers' choice of music should also vary from person to person. Music participation in sensory integration training will play a multiplier role for children with sensory impairment.
2. The plot is very interesting. Giving game-like plots in the process of sensory integration training can enhance interest and entertainment, further stimulate children with sensory integration disorder's good mood and motivation to actively engage in activities, thus making them active. If you push the ball on the ground, the ball pushes the mouth of small animals as if it were feeding them; Get into the bag and learn to be a silkworm baby. As the silkworm baby grows up day by day, it comes out of the bag and jumps to play. Pushing the corner ball of the sheep, drilling through the cave and bypassing the Woods to form a train; Make a big saw with teachers and children on the balance table; Lie on the skateboard, learn to be a turtle, and play games with small fish and shrimp while swimming; Combine rings with cans, paper with bottles, skateboards with cloth bags and learn to be birds, frogs and soldiers; It is simple and clear to integrate the plots that children with sensory impairment like, such as killing monsters by Altman, bombing bunkers by the People's Liberation Army and arresting thieves by the police. Children with sensory impairment get a kind of psychological satisfaction, feel successful and confident, thus generating happy emotions and being more focused in activities. 3. Language gamification. In sensory training, teachers should consciously care, inspire, hint, guide and encourage children with sensory impairment, instead of using subjective commands to think and do things instead of them, in order to inspire them and make them have more fun. For example, when a child with sensory impairment "pushes a cart" (a corner kick) and the big man gets soaked, he can say in a game tone: "Little driver, go to the gas station to add some gas!" Adjust children's activities. For another example, in order to let the children with sensory impairment master skateboarding, the teacher can say in the language of the game: "Little turtle, look up quickly, fish and shrimp swim over and play games with you!" In the process of training, teachers can use their own role identification throughout the activities, and teachers can guide them everywhere in a game tone, so that children with sensory impairment will be full of interest and take the initiative to participate, so as to achieve the purpose of physical and mental exercise.
4, the action is singing. Simply teaching the essentials of action will make it difficult for children with sensory impairment to understand and feel bored. If the essentials are compiled into catchy, playful and interesting children's songs, the effect will be very different. For example, when a child with sensory impairment jumps on a trampoline, the teacher can say a nursery rhyme: "White rabbit, with white ears, likes to eat radishes and vegetables. It's so cute to jump. " For another example, in the "fun balance table", children are required to use all parts of their bodies on the stage to maintain balance. We made up a children's song: "1234567, everyone can make a rocking chair and swing from side to side like a happy tumbler." While rocking, children listen to and read children's songs with the teacher, which not only strengthens the grasp of the essentials, but also is not monotonous, which not only regulates the relaxed and free atmosphere, but also enhances the activity passion of children with sensory impairment.
5. Imagine the equipment. "Toys are children's angels, and children with sensory impairment are no exception." Sensory devices are bright in color and beautiful in shape, which can attract the attention and interest of children with sensory impairment. When children see it, they want to touch it, try it and have fun. This is what makes it unique. In order to make sensory integration training more lively and interesting, and make children with sensory integration disorder more active, we give these devices life and spirituality, visualize and play them, and design a series of activities around a device to carry out sensory integration training. For example, "fun skateboard", we turn it into a "car", where children with sensory impairment sit alone, use their hands as steering wheels, move with their heels, and drive back and forth, left and right; We turn it into a "boat", where children with sensory impairment lie with their heads and legs raised and their arms used as paddles, so that the boat can only slide in the water; We turn it into a "big turntable" on which children with sensory impairment lie. Turn your body with your palm; It also turned her into a "small train", where two, three and four children with sensory impairment are connected together, and the strength of the former child drives the children behind; It has also become a "cart" and the like, which is not only strength training, but also neck muscle and coordination training. In daily sensory training, teachers should make full use of the uniqueness of sensory equipment, make bold image innovation and imagination of various sensory equipment, and integrate them into activities to improve the learning interest of children with sensory impairment. Synaesthesia children are a special group. The combined effect of brain organic injury and negative social and family factors has prompted synaesthesia children to have psychological and behavioral problems, which are manifested as fear, temper tantrums, irritability, crying and so on. Teachers should carefully and systematically guide students who can't do it at the moment, make plans, and effectively organize these bad sensory reactions with games. Teachers should immediately stop training, appease students' bad emotions and adjust students' emotions. Teachers should be patient, patient and patient in training.
Timely encouragement is also a very important aspect of sensory integration training for children with sensory impairment. How to arouse children's fun in the game and exercise their abilities that they could not do unintentionally? Teachers should encourage him to "do it and try bravely" in time, effectively resolve children's emotional anxiety and tension, and let children gradually understand the growth of their abilities, so as to build up enough self-confidence. In training, teachers should not be stingy with their encouragement, and the encouragement methods should be diverse and timely. For example, the teacher can use the characters in the game and say in an encouraging tone, "This child is really smart and has good skills. Mother bear really likes you! " "Our technology is really great, and we have all learned the technology of pushing gently." For another example, teachers can use body language such as high-five and touching with students to encourage children with sensory impairment.