Occupational therapy

Occupational Therapy among Blind and Visually Impaired Children

The occupational therapy profession helps children with physical, developmental or behavioral disabilities achieve a greater ability to perform meaningful activities of daily life.

The purpose of occupational therapy is to help the child function as independently as possible in three main areas, which take up most of the child's time:
are – including activities of daily life such as eating, dressing, toilets, personal gardening, preparing food and performing household chores and routine tasks of daily life.
Game and leisure – includes a wide range of activities, from sensory exploration of the environment, to symbolic play, to creative work and formal games that help the child develop a basic concept of learning, develop reasoning skills and strengthen social skills.
Work skills – include the aforementioned acting skills, approaches and behaviors, which allow the child to function successfully in school and develop his abilities and curiosity.
Occupational therapy means a great deal in the functioning of the blind and impaired child, especially in the first years of his life, in which the child experiences sensory and movement experiences, develops body schema, learns to manipulate objects and achieves independence in life functions suitable for his age.
It is evident that occupational therapy is the basis for many skills that the child learns and will learn in the future, and will enable him to become orientation, mobility, improved academic ability and integration into the community.
Early childhood occupational therapy is very important for working with parents and working closely with kindergarten staff.
At the same time, we allow parents to understand and express their feelings, understand how the deficit affects the child's early development and learn how they can teach their child to experience the world and allow him to realize his full potential.

The overarching goal is independence in life's functions.

• Encouraging motor sensory experience and improving the ability to sensory integration and reduce sensory sensitivity and avoidive behavior.
• Encouraging movement in the space with regard to sensory clues in the environment.
• Developing the ability to diagnose touch and sensory perception.
• Development of directionalization for mobility in space.
• Use of the maximum vision available for mobility and functioning.
• Encouraging the use of both hands for the purpose of manipulating and developing the game.
• Developing social behaviors (raising your head when talking, destroying stereotypical head movements)
• Development of eye-to-hand coordination.

Sensory activity in the nursery

Sensory activity in the nurseryAs the children tread in surging colors, we locked crackle nylons on their exposed feet, initially walking on paper that was then placed on the ground.

It's a sensory experience for them – the feeling of beeping underfoot walking along with the color, in addition to feeling like walking on different surfaces.

Some of the children could see the colors and creation in addition to the feeling, so bright and bright colors were chosen to make it easier for them.

Sensory activity in the nursery

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