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Show rested and in a good mood. Find a quiet part of the house. Hold up the large card on which you Read? (Continued from page 10) Ti m a 3U 1 33 1 -- Y&jjf- IM,.Mt, m fl ..; 1 hi5 -h-avedly-prifltedMommy-and- say clearly, "This is liommyT either you or the child doesn't feel, Don't elaborate. Let him see it up to it. Learning should be what no longer than 10 seconds, then it is, a play game between parents " play with' him for a minute or two and child. this "show and Doman says the size and order- ..before, repeating, The session should tell" procedure. liness of the teaching aids are as five times the first be repeated important as the parents "fun" day, twice the second day. approach. There are commercial When the child learns the word, teaching packages, including one make a fuss hug him to express created by Doman himself, but he your love physically. Also, after notes that you can make one yourhe learns a word, move on quickself with poster board and heavy ly because a child bores easily. black and red pens. Likewise, always end a session beOversimplified, Doman's teachfore he wants it ended. ing method goes like this: The child next learns structured Start with words, not the alin much the same mansentences phabet. It's easier for a child to selects a simple The ner. parent learn words such as "ball" and each word book and child's prints "shoe" because these are things child first The inches two high. he has physical knowledge of, each word individuany. while "A, B, are abstractions. The parent next prints the He never touched an "A" ate a one inch high on indisentences "B," or played with a "C." cards. vidual Only when the child used The boards and lettering sentence cards does these read can extra-largthe be should in beginning he progress to the book itself with But with each step they its even smaller print. should diminish in size as the the process takes Obviously child's visual pathways in the weeks of patience. But rewards are brain become more discerning. Doman suggests starting with great, Doman points out: "The pressures of our society the words "Mommy" and "Daddy," have drawn parents and children then progressing to "self' words apart. One of the most rewarding (hand, knee), "home" words ways to recapture a constant and (brother, sister), "object" words intimate relationship with your (chair, door), "possession" words is in teaching him to read. child words (jump(ball, shoe), "doing" It's important to the child's future ing, throwing). and a pleasure to us." Select a time when the child is , . i i . W-UJ- ' 1 i C e. How "Retarded" Children Are Helped r.: V Crxr Encg tad Usdt arcy Eaty Crip Hm6m r GUARANTES SOU) ON 100 UOKZY-BAC- K Kc?iB tfjfct Mwsttt uf7g wKli a iwi tosfcloa ttav AmSbMb vtth ar wRhout ' wm iw ww mi. fascism iHHrt mm paw, ebct pn i MRttn 1 ait t aOslsnal mm f raut kandang. g 3 Roe; mmCM Ncuff vinyl retarded children Most are youngsters whose brains were healthy at conception' but were later damaged, say, by German measles or some accident. The brain patterns of these children can be recirculated so that they reach average or intelligence levels, accordto the Institutes for Achieveing ment of Human Potential. Twenty years ago when the Institutes were formed, there was no known case of a child being cured. The Institutes' founders believed the reason for this failure was thai treatment aimed at symptoms, not causes. For example, if a child suffered damage to the part of his brain that controls his legs, he would be placed in braces and given leg massages. But the Institutes decided to try to train an undamaged part of the brain to take over the motor functions of the damaged part. Over the years, the In above-avera- brain-damag- kJ tst tt 11 ftK3i VMMnr tor th mMA tto trio; an tnt MmM tut f" g m (LUGGAGE DIVISION) Dtpt. 10.210 s. DnpiaiMt St.. KtXESX IK3USTKICS PtMM ruth en Monty-Bac- k S Gurrrtt tuw tha luggag ehackad hi. 6O6O6 I botr. t wttn awnlniim Wm tHJ H wrtwlyf aak Aatratyta higgata aat Mmaat anmiinin vm him Chack cotor Q OucnaM Blue Q Charcot Gray Daly cnco. Off Whtta I UIE- - I I cm. I I J 3 13 Z1P STATl $15.95. All PrtcM Plua $1.00 to Covar Part of Shipping Chargaa enctoaa n $19 95 O Ship C.OTD. I 4U payC.0.0. Chargaa. HUnoia RoaManta add4 aalaa tit I I ge ed ii , j 14 .Family Weekly, April 17, 1986 stitutes has done just that with some children who each have only half a healthy brain. The Institutes use seven nonsurgical and six surgical methods of treating damaged brains. Nonsurgical methods are carried out almost entirely by parents at home. They aim at redirecting pathways in the nervous system. For instance, take the child whose brain damage leaves him unable to crawl or walk. Part of his treatment is exercise in which the parents rhythmically position the child's body, moving him through the creep and crawl stages that develop a human being's early neurological pathways. Eventually a new pattern develops in an undamaged part' of the brain, and this duplicates the pattern lost in the damaged side. Such therapy is most successful with the very young, but it has also had some success with adults. . |