|
|
|
|
STAGE
2:
MOTIVATION AND INTENT |
2.1
AUTONOMY
/ MOTIVATION / SELF ESTEEM
Accurate
switch activation for play, recreation, communication or
learning may be one of the first opportunities a
physically disabled child has to perform, achieve,
‘make-something-happen’!
The most basic sense of mastery of the environment
and ability to achieve is one of the most important
prerequisites to the development of :
- Autonomy
- Sense
of independence
- Motivation
- Willingness
to participate
Development
of these emotional characteristics is one of the main
reasons for the ‘hands-off’ approach in this
framework. Only
once we move away, and let children explore the switches,
explore the response and reaction to switch hits (be it a
communication with another person, requesting something,
making something move or make a sound on a computer
screen…) Young
disabled children need the opportunity to explore, play
and make things happen, and the best way for many of them
to do that is by using switches.
|
2.2
INTENT
& WILLINGNESS
Once
students are set up with a system that they are able to
physically control with good levels of accuracy, they are
set up to develop a sense of independence and achievement.
Building on that, with motivational activities, the
expected outcome and goal would be to see more specific
intent, interest and willingness to participate.
These are essential baseline behaviors for
successful learning and communication.
[ Up ] [ pg 1 ] [ pg 2 ] [ pg 3 ] [ pg 4 ] [ pg 5 ]
|
|
|