STRATEGY

Strategy

Strategy

Introduction

This case refers the dealing of two chidren of MR. 7 Mrs. Wilson, Josie who is 11 years old and she is a victim of some psychological problems as she can not eat and speak. Therfore, she goes to special school. Her brother Robert has the problem of poor attendance because he used to remain busy in taking care of Josie. During the past two and a half decades CBR has been implemented in many countries. While majority of medical personnel in Iran have little information about recent developments in rehabilitation of disabled people, CBR has been used in our country since 18 years ago and now serving disabled people in 65 cities. It will be implemented all over the country within the primary health care (PHC) referral frame work.5

Discussion

CBR is mainly based upon "home based training" (HBT) program. For implementing HBT, Welfare Organization of Iran translated and modified WHO guidelines through cultural differences and then published 34 Farsi booklets about seven major disabilities: visual, hearing- speech, physical- motor, learning, behavioral, epilepsy and mixed.5 Depending on the type of disability, the appropriate booklet was offered by health workers to patients' families. Health workers were also involved in education and promotion of disabled people. They would select a member of families of disabled person as a trainer and gave them WHO booklets about related type of disability and involved them to provide effective rehabilitation services. Trainers would take the responsibility of rehabilitation under supervision of health workers.

For example, if a child is supposed to be attending to what a teacher or student is saying, support staff should resist the urge to repeat what was said or rephrase it, until the teacher or student is no longer talking (Campbell, 2009). The sound of your voice may be a distraction to the other children in the class and to the teacher. If you must speak, wait until the teacher has stopped talking. Then talk in a whisper or very quiet voice. Unless your job is to provide instructional support to more than one child, then ONLY the child you support should be able to hear your speech when you are working directly with the child. Another example would be that when providing support to an adult with special needs in a work situation, be sure the sound of your voice is not a distraction to the other workers.

Louder speech does not "sink in" better. In fact for many children and adults, when a person speaks more loudly when near them, they can actually understand LESS well. Instead of repeating or rephrasing, support staff can use physical prompts, within-stimulus prompts, visual/spatial or written cues or gestures to help children and adults respond appropriately.

Children and adults have the right to be instructed with effective practices. Do not let a situation continue in which the child or adult is failing or being stigmatized without asking the team to help you decide what to do differently. If necessary, ask the full team to meet as soon as ...