Cid waliba waxa ay haysaa hadal ay odhan lahayd
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- Daniel Mathews
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1 Marka ilmuhu hadli waayo Marka uu uu ilmuhu hadli waayo mamaxaynu samaynaa markaa? xaynu samaynaa markaa? Buug-yareloogu loogutalogalay talogalaywaalidiinta waalidiintamarka markauu uuilmuhu ilmuhu Buug-yare keeniwaayo waayohadal hadallalafahmi fahmikaro. karo. keeni
2 Cid waliba waxa ay haysaa hadal ay odhan lahayd Buug-yarahan waxa loo sameeyey in uu waalidka iyo caruurta siiyo cawimo sida ugu dhakhsaha badan leh marka uu ilmuhu diido in uu hadlo ama marka uu ilmaha ka lumo ama habsaamo kobcinta luuqaddu.
3 Luqadda Luqadda In luuqadda la kobciyaa waa In waxyaabaha luqadda la ugu kobciyaa muhiimsan waa waxyaabaha ee nolosha ilmaha. ugu muhiimsan Luuqaddu ee waxa nolosha ay ina ilmaha. siinaysaa Luqaddu caddayn, waxa ka qaybgalka ina siinaysaa dadka kale iyo caddayn, bulshada aynu ka qaybgalka ku dhex noolnahay dadka oo aynu ku tiirsanaano. kale iyo bulshada aynu ku dhex Siyaabo noolnahay badan ayeynu oo aynu isu ku tiirsanaano. cabirnaa. Dadka dhagaha qaba badankoodu waxa ay isticmaalan Siyaabo dhawaqa badan iyo dhawaaqa ayeynu jidhka isu cabirnaa. marka ay hadlayaan. Dadka dhagaha Dhawaqu qaba waa kelmedaha badankoodu afka waxa ka soo ay baxa, dhawaaqa jidhkuna waa sida isticmaalaan dhawaaqa iyo ku dayashada dhaqaaqyo kale, dhawaaqa cabirka wejiga jidhka iyo farfiiqinta. marka ay hadlayaan. Dhawaaqu waa kelmedaha Kobcinta luuqadda afka ka soo baxa, dhawaaqa Koboca ilmaha jidhkuna ee luuqadda waa sida waxa ku uu dayashada dhacaa iyada dhaqaaqyo oo cid kale lagala kale, qayb cabirka qaato waxaanu wejiga bilaabmaa iyo laga bilaabo dhalashada iyada farfiiqidda. oo qayb ka qaatan shaqaalaha xanaanadu. Kobaca luqadda ilme Kobcinta ilaa ilme waa luqadda lagu kala duwan Koboca yahay, laakin ilmaha sida ee guud luqadda caruurtu waxa kelmedaha uu dhacaa way fahmaan iyada oo intaanay cid ku kale hadlin. lagala qayb qaato waxaanu bilaabmaa laga Caruurta badankoodu waxa bilaabo dhalashada, iyada ay fahmaan fariimaha yar-yar oo marka ay qayb qiyaastii ka qaataan yihiin 1 sano, shaqaalaha kelmedda ugu xanaanadu. horeysa ayey Kobaca yadhaahdan. luqadda ilmo ilaa ilmo way ku kala duwan yihiin, laakin Laba jirro sida marka guud ay caruurtu yihiinna badankoodu fahmaan qiyaasti kelmedaha way fahmaan 650 kelmadood. Waxa ay odhan intaanay ku hadlin. karaan kelmadood waaxanay isticmaali karaan laba Caruurta ilaa saddex badankoodu kelmadood. 3jir waxa marka ay fahmaan yihiinna waxa fariimaha ay fahmaan yaryar qiyaasti marka 2000 ay oo qiyaastii kelmadood yihiin 1 sano, kelmedda ugu waaxanay odhan karaan qiyaasti horeysana 1000 kelmadood. yidhaahdan. Laba jir marka ay yihiina badankoodu Haddii ilmuhu sidii waxa la rabay ay fahmaan u kobco,fahimkiisuna qiyaasti 650 kelmadood. wanaagsanyahay Waxa looma ay baahna odhan in la werwero haddii uu ilmuhu hadli karaan kelmadood waayo marka uu laba jirka yahay. waaxanay isticmaali karaan laba Luuqadda ilaa saddex oo maqnaata kelmadood. iyo 3jir da daal marka hore ay yihiina waxa ay Caruurta fahmaan qaar qiyaasti ka midi ma 2000 hadli oo doonaan. kelmadood Sababta waaxanay oo ah ama odhan hadalka karaan ayaanay qiyaasti aqoon ama 1000 kelmadood. hadalkooda ayaa aad u yar ama lama fahmi karo. Ilmaha aan hadlayn fahamkiisu Haddii wuu wanaagsanaan ilmuhu sidii karaa, la rabay laakin u waxa kobco saamayn,fahimkiisuna ku yeelan karaa wanaagsanyahay hadal la aantiisa. Caruurtu looma marka baahna ay kelmadaha in la werwero isticmaalan haddii faham uu cusub ilmuhu ayaa hadli u kordhayaa. waayo Sidaa marka uu awgeed laba waa jirka muhiim yahay. in xili hore ilmaha si kale oo uu wax lagu fahmo la baro. Luuqadda oo maqnaata iyo da daal Cad waliba horewaxa ay haysaa Caruurta hadal ay qaar wax ka ku midi fahmi ma lahayd hadli Caruurtu doonaan. waxa ay Sababta ku oo ah ama mashquulsanyihiin hadalka ayaanay waxa iminka aqoon ama iyo hadda hadalkooda dhacaaya, ayaa muddo aad u kadibna waxa ay keenaan yar ama lama fahmi karo. kelmado ay u isticmaalan
4 Alternativ ugu fakirin. og supplerende kommunikasjon Waxa ay noqon karaan: (ASK)/ (Qaabka Waxa aan kale rabaa ee cabirka) dhunkasho, Dadka Waan qaar murugaysanahay, ka midi oo hadalku wuu Kubadda ka wada waxa maqanyahay aan ka ama helay qayb sariirta baa ka hoosteeda, maqan, waxa ay u baahnaan doonaan Si xanuun badan ayaan in ay si kale isu cabiraan. Cabiraadyadan u fadhiyaa, kale Waxbaan waxa ay leeyihiin wanaagsanayn. magac ay wadaagaan, alternativ Maanta og Simen supplerende ayaan kommunikasjon(ask)/(qaabka barnehagen(xanaanada) kula kale ciyaaray. ee cabirka). wakhtiga Ilmaha aan iyo goobaha. hadlayn Waxa badanaa fahamkiisu dhacdaa wuu in caruurto ka hadlaan wax aynaan hore ugu wanaagsanaan karaa, fakirin. Waxa laakin ay waxa noqon saamayn karaan: Waxa ku yeelan aan rabaa kara dhunkasho, hadal Waan la aantiisa. murugaysanaahay, Caruurtu marka Kubadda ay kelmadaha waxa aan isticmaalaan ka helay sariirta faham hoosteeda, cusub ayaa Si u xanuun badan kordhaayaa. ayaan u fadhiyaa Sidaa awgeed, Waxba aan wanaagsanayn. waa muhiim in xili hore Maanta Simen ayaan barnehagen(xanaanada) ilmaha si kale oo wax kula lagu ciyaaray. fahmo la baro. Inkasta Cid waliba oo aanu waxa ilmuhu ay haysaa hadli karin, hadal ma ay aha wax macnaheedu ku fahmi lahayd in ilmuhu Caruurtu bilaa waxa luuqad ay yahay, ku ama aanay jirin wax uu odhan lahaa. mashquulsanyihiin waxa Waxa uu u baahan yahay qaab kale iminka oo uu iyo isku hadda cabiro dhacaaya, oo aan ahayn muddo dhawaqa. kadibna waxa ay keenaan kelmado ay u isticmaalaan wakhtiga iyo goobaha. Waxa badanaa dhacda in caruurtu ka hadlaan wax aynaan hore ASK waxa la odhan karaa waa Inkasta oo aanu ilmuhu hadli wax kasta oo qofka ka caawinaaya sidii karin, uu si ma fiican aha xidhiidh macnaheedu u samyn lahaa, in ilmuhu marka bilaa qaab luqad xidhiidhka yahay, caadiga ama aanay ahi uu jirin socon wax waayo. uu odhan lahaa. Waxa uu u Tisaale baahan ahaan yahay isticmaalka qaab kale ASK oo waa uu isku gacanta cabiro oo la oo isticmaalo, aan ahayn sawir, calaamadaha sawiran ama dhawaaqa. ciyaaraha yar-yar ee midabka leh. Falka, Alternativ xaaladda og supplerende uu qofku ku sugan kommunikasjon yahay iyo dhaqdhaqaaqa (ASK)/ jidhku (Qaabka ay dadka kale ee kale cabirka) turjuman karaan, Dadka fahmina qaar ka karaan mida waxa uu noqon karaa qaab ka mid oo hadalku ka wada ah ASK. Marmarka qaar way maqanyahay ama qaybi wanaagsantahay in la isticmaalo cawiye ka maqantahay, yaal si caruurtu waxa wax ay u u fahmaan, baahan doonaan iyagana la in fahmo. ay si Tani kale waxa isu cabiraan. ay noqon karta Cabiraadyadan Buugaagta kale waxa xidhiidhka, ay leeyihiin sabuuradda canaawinta magac ay ama wadaagaan, qalabka lagu hadlo. alternativ og supplerende Shaqada kommunikasjon(ask)/ ASK markasta waxa ay (qaabka keensanaysaa kale ee in cabirka). uu qofku ku mashquulsanyahay sidii uu ilmaha ugu samayn qaab waxbarasheed wanaagsan.
5 Baahiyaha kala duwan ee loo leeyahay ASK Dadka qaar waxa ay u baahnaan doonan qaab-cabir kale oo hadalka bedala kulli. Qaar kalena waxa ay u baahnaan doonaan qaab-cabir oo taageero u noqda hadal aan sax ahayn ama daciif ah. Caruurta qaarkood abidkoodba ma hadlaan, halka ay qaar kale luqaddu u kobacdo iyaga oo isticmaalaaya ASK. Caruurta qaar way fahmaan waxkasta oo lagu leeyahay, laakiin waxa ka maqan hadalkii. Caruur kalena ma hadlaan, fahamkuna wuu ka habsamaa. Waxa kale oo jirta caruur aan waxba ama inyar fahamta waxa dadka kale leeyihiin. Rooma wadooyin badan ayaa loo maraa Waa mugiim in wakhti hore la bilaabo, waxaana wanaagsan in jihooyin badan laga eego. Ilmuhu faa ido ayuu ka gaadhayaa, xalalkaa kale duwan ee xaaladaha kala duwan. Waalidka iyo dadka udhawi xarfaan ayeey ku yihiin ilmaha xarakaadkiisa. Marka uu ilmu saaxibadiisa la joogo waxa uu faa ido ka heli karaa sawiradahadalka loo fahmaayo iyo buuga xidhiidhka. Ilmahebaa faa ido ku helaaya ASK? Norway waxa ku nool qiyaastii oo qof uu bilaa hadal ah, iyada oo ay sababtay dhibaantooyin la xidhiidha koritaanka. Calaamadooyin badani waxa ay keeni karaan dhibaantooyin la xidhiidha koritaanka iyo baahida loo qabo ASK. Tusaaluhu waxa uu noqon karaa: Cerebral parese Downs syndrom (handikaabka maskaxda) Ulike andre syndromer (handikaabyo kale) Autisme (xanuunda mashquuliya koritaanka) Store og omfattende funksjons-nedsettelser (Naafo) (multifunksjonshemming) Språkvansker (luuqad adayg) Dyspraksi (luuqad adayg) Ervervede skader (xanuuno la helo) Waxa kale oo jirta in caruurta bilaa calaamadda ahai, ee laakin leh koritaanka habsaamay, xanuunada la helo, odhaahda oo ku adkaata u baahnaan doonaan ASK. Xagee baan caawimada ka heli karaa? Goobo badan ayaa la tegi karaa oo caawimo laga heli karaa marka la arko in aanu ilmuhu hadlayn. Ta muhiimka ahi waa in qofka si rasmi ah loo waafaqo oo aan gurigan lagu celin isaga oo werwersan. Badanaa xarunta caafimaadka ee xaafadda waa waaxda ugu horaysa ee qofku werwekiisa ula tago. Xarun caafimaadyo badani waxa ay takhasus ku leeyihiin khibrad bay u leeyihiin luuqadda iyo kobcinta luuqadda, waxa ay yaqaanaan
6 kommunaha(degmeda) logopeder(khubaro) eller Pedagogisk psykologisk tjeneste(khubarada barashada) (PPT). Degmo kastaaba waxa ay leedahay xafiis PPT. Halkan waxa aad ka helaysa khubaro aqoon u leh caruurta iyo koritaankooda, kona caawin kara. Haddii aanay degmadu aqoon u lahayn ama ay ka shakisan yihiin, badanaa waxa u sii gudbiyaan waaxo gaar ah. Degmooyinka qaar waxa u shaqeeya logopeder(khubaro) gaar ah. Waxa kale oo jirta in barnehage(xanaanada caruurta) qaar ka midi ay shaqaalaysiiyeen pedagoger xarfaan ah oo aqoon wanaagsan u leh caruurta iyo kobacooda luuqadeed. Gobol waliba waxa ay leedahay dhakhtar guud oo qayb caruur ah leh/kabashada caruurta. Halkan waxa ku wada shaqeeya shaqaalaha caafimaadka iyo spesial-pedagoger (khubaro takhasus) leh, psykologer (dhakhtarada maskaxda) iyo shaqaale kale. Qoladan waa lala tashan karaa, laakiin si halkan caawimo looga helo waa in uu ku soo diro fastlege(dhaktarka joogtada) ama waax caawimeed oo degmeda ka mid ah (sida PPT). Statped waa xaruumaha caafimaadka ee dawliga ah waddanka oo idil ka jira. Halkan waxa laga bixiyaa talooyinka ku saabsan ee qaabka kale ee cabirka. PPT waxa ay ku siin karaan wixii talo ama warbixin ah. Statped waxa ay leeyihiin mawqic u gaar ah. Halkaan wax ka sii akhrisan karaa? Meelo badan ayaa jirta oo laga akhrisan karo ASK (alternativ og supplerende kommunikasjon). Hayadda isticmaalka ISAAC Norway waxa ay leedahay mawqic u gaar ahmawduucan. Halkan waxa aad ka helaysaa warbixin, qoraalcilmiyeed, qalab iyo links koorasyada iyo wararka goor ka yimaada mawduucan. Mawqicyada kale ee arrintan ka hadlaaya waa Litteratur: Tetzchner, S.V. og Martinsen, H. (2002). Språk og funksjonshemming - En innføring i tegnopplæring og bruk av kommunikasjonshjelpemidler, Oslo: Gyldendal Horgen, T. (2006) Det nære språket. Språkmiljø for mennesker med multifunksjonshemming Light, J.C., Parsons, A.R. og Drager, K. (2002): There is More to Life Than Cookies : Developing Interactions for Social Closeness with Beginning Communicators Who Use AAC.
7 Baltimore; Paul H Brookes Publishing Co. I Reichle, J. mfl, Exemplary Practices Siegel, E.B., for og Beginning Cress, C. J. Communicators. (2002). Overview of Implications the Emergence for of AAC. Early AAC behaviors: Progression from Communication to Symbolic Skills. Siegel, E.B., og Cress, C. J. (2002). Overview of the Emergence of Early Baltimore; AAC Paul behaviors: H Brookes Progression Publishing Co. from I Reichle, Communication J. mfl, Exemplary to Symbolic Practices Skills. for Beginning Communicators. Implications for AAC. von Tetzchner, S., Brekke, K.M., Sjøthun B. og Grindheim, E.(2005) Constructing Baltimore; preschool communities Paul H Brookes of learners Publishing that afford Co. alternative I Reichle, language J. mfl, development. Exemplary Practices Augmentative for and Beginning alternative Communicators. communication, june Implications 2005 VOL. for 21 (2), AAC. pp von Berglund, Tetzchner, E og Eriksson, S., Brekke, M.(2000). K.M., Communicative Sjøthun B. og development Grindheim, Swedish E.(2005) 16- Constructing 28 months old: preschool the Swedish communities early communicative of learners development that afford inventory-words and sentences, scand, J, Psychol, 41:2, alternative language development. Augmentative and alternative communication, june 2005 VOL. 21 (2), pp Berglund, E og Eriksson, M.(2000). Communicative development in Swedish months old: the Swedish early communicative development inventory-words and sentences, scand, J, Psychol, 41:2,
8 Projektet har støtte av: Illustratør: Edvin Claesson
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