The research has shown that the conventional rhymes and poems are pedagogically irrelevant and facile. They hardly contribute to language development and cognitive skills enhancement, reveals research.
It has been advised that for inclusion of children with mild speech defects like lipsing and stuttering special 4-8 line poems can be created for speech correction and sight vocabulary building with frequent words of the following consonant sounds: r, v, chh, sh, jhh, and th
A clinical experiment with a five year old child with special needs Vikas (dysgraphic child with mild speech defect) was done with two poems (with r-rich and jhh-rich words) with 5-hour practice with teachers and 5-hour revision by the care-giver. The speech defect was mitigated to a great extent this way. (See the inset poem with jhh-rich words and the video done after the teaching and practice).
So, create poems, sentences and phrases with frequent lipsing consonant sounds to give practice through modelling, demonstration, assisted practice and then echo-singing with remediation followed by echo-speaking practice of 5-10 hours.
It has found that what is good for mild and moderate CWSN, is invariably good and relevant for normal children but not the opposite. Such intervention also teach attentiveness and coordination skills which go missing in inclusive general education schools
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