Impressions about the project (8)

Good find 🤗
Do you know how important verbal communication is? Correctness of the language used?
We present to you, this time, how our project “Quality and inclusion through education” is seen through the eyes of our colleague Andreea-Maria Hideg, speech therapist.
“We carried out activities with beneficiaries from several educational units: CSEI “Alexandru Roșca”, “Daniela Cuciuc” Secondary School, Bodești Secondary School, Tupilați Secondary School, Făurei Secondary School, Sagna Secondary School, Gherăești Secondary School, Miroslovești Secondary School ( Iași county). Around 200 primary and secondary school students were evaluated speech therapy, but approximately 135 children, aged between 7 and 16, lent themselves to speech therapy.
Mainly we applied play therapy adapted to each individual student, respectively to groups of children. I aimed to develop phonemic hearing, laterality, spatiality and temporality, attention and auditory memory or phonological awareness through different attention games or neuro gymnastics. The latter (with activities like “put your left hand to your right ear” or “left hand up and right hand on your hip”) along with specific exercises to stimulate auditory attention (the children had to identify the source and number of sounds produced by different objects and textures: a knock on a wooden door, 3 finger snaps or a knock on a window) were most appreciated by the children, as they felt stimulated and learned body schema knowledge in a fun way , non academic, where there was no pressure on them.
What I wanted in the project, I succeeded, for the most part, namely for these children to become aware of the importance of communication in relationships with those around them and the fact that this communication takes place on several levels of everyday life, both in the family environment and in the academic, school environment. At the same time, the speech-impaired children corrected or began to correctly automate their sounds, pronunciation or diction, a fact that started from finding a motivation in improving these aspects, and which I hope will continue even after the end of the project.
In general, all the beneficiaries of the project had a good evolution, a verifiable fact in their pronunciation, but also in the way they interact with others. For example V, a 3rd grade boy with a brother with Tsa, was marginalized or isolated himself due to low self-esteem and a slight stutter. Following the collaboration with both the psychologist and the speech therapist, he started to be more sociable and more inclined to relate to children his age.
Another example would be M., a 2nd grade boy, who had simple dyslalia (capacism – he replaced “c” with “t” – he said “attached” instead of “home”) and who, after performing exercises of myogymnastics and lingual gymnastics, now says the “c” correctly, integrating it well into the pronunciation of words. Obviously, to automate the newly corrected sounds, you need time and attention even from the children, for optimal permanent results.
I believe that such projects are very useful, especially in rural areas, where everyone (from the mayor to residents, parents, students and future students) must be made aware of the importance of education, the mental and emotional health of the entire community , and the values by which a society should be guided in order to be better, non-conflictual and based on respect, compassion and empathy! ” said Andreea Maria Hideg- speech therapist.