Subsequently, his teammates have to take turns using the instruments previously given, while intercalating the different places from which they can be put. The partner who is sitting, has to guess where they have been placed and if possible that instrument or object have been playing. When you get them right, you will be exchanging roles. Tips: To facilitate the type of activity, it is advisable to set the positions from which the instruments have to be played.
Also, it is necessary to present a priori the sounds and material to be used. As they evolve in the detection of sounds and voices we can leave jumping these indications. Finally, once you know how to capture the sounds, the voices and know where they come from, it's the hardest thing to do, to identify exactly what the object is sounding and to recognize it. This will allow them to face the problems that may arise in their daily life, for example, when crossing the pedestrian crossing know exactly what it sounds, where it sounds and where it sounds.
Materials: Those materials that have been used previously and with which they are familiar would be well. However, you should alternate objects with which you are not accustomed to try to make the activity more profitable. Process: Once the children have been divided into groups of four. The teacher will hand out an object to one of them while the others meet with their eyes closed.
The one who has the instrument must be placed in the middle and begin to sound the object or instrument that they have given. The rest of the classmates have to identify what the object is and where the sound comes from.
Once you have guessed it, the partner in the middle should rotate with the other child in the next group, which will have another instrument.
Once all the children who have been placed in the center have gone through all the groups, other companions will perform this activity, so that all are able to identify the objects. Tips: Teachers should check that the children in the center of the group are able to sound the object properly.
On the other hand, they must also control the time during which they are doing it. Material: CD with world sounds: rain, wind, cars, instruments Process : This activity will be done in a group. Children should take a blank sheet and a pen or pencil and write down the different objects or things that are reproduced on the CD.
Once you have finished the tracks that you wanted to reproduce, you have to go tell the teacher the sounds they have heard and the object or thing in question. For example, if you have heard raining have to say it has been rain.
Tips: The clues are recommended to be played two or three times, depending on the level of deafness that students have. At the beginning, it is normal for them to struggle to identify those sounds with which they are unfamiliar. Teaching the child with hearing impairment to identify the different sounds that exist around them, as well as knowing how to capture voices and differentiate them is a very useful and recommended task for this group.
It is important that they be made from a young age in order to improve their qualities and foster that skill that is not fully acquired. The game takes place in an imaginary universe, where robots employing Artificial Intelligence AI are available to help people with disabilities. The student is then faced with several challenges and conflicts.
Deafverse Game Scenario: Ms. We build robots to travel through these gates and supply these people with resources. We would love to have your help if you are interested. Life in and after high school can be challenging for the deaf and hard of hearing. Will there be the accessibility tools I need in order to be a successful adult, fully integrated into our society?
It also helps them find the right accessibility tools for each situation, whether in college, school, the workplace, or public places. Knowing how to address an accessibility issue, for example, during an emergency, and how and who to ask for help, are some of the situations the player is faced with.
Hearing impairment refers to changes or deviations from normality; and disability refers to the restrictions that the impairment imposes.
Handicap, on the other hand, indicates a disadvantage imposed by a hearing change that affects communication skills. This is assessed by the degree of hearing loss in each ear. Therefore, we can distinguish between people who are deaf and people who are hard of hearing, according to the degree of intensity of the hearing loss. Deaf people are those who have a total or profound impairment. In other words, they have a loss of the anatomical or physiological function of the auditory system.
Depending on the time of onset, hearing loss may be prelocution or postlocution. While postlocution refers to deafness that occurs when language is already present. On the other hand, people with hearing impairments have a partial deficiency of the auditory system. Therefore, they have a more or less greater hearing loss, which can improve with the use of electronic devices to amplify sounds, such as hearing aids.
The possibilities for educators to intervene in working with deaf children and those that are hard of hearing are complex.
And, in the same way, it depends on the consequences in communicative, linguistic and cognitive development. Therefore, an interesting activity to do in class with all classmates is to get to know this device better. Ideally, the teacher should get a hearing aid and bring it into the classroom.
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