Программы Центра ранней помощи

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History Column
N. Groznaya
Early Intervention with Children with Down Syndrome:
A Brief History
2011 was the fortieth anniversary of the first Early Intervention pro- gramme designed specifically for children with Down syndrome. This article charts the development of Early Intervention systems from the
1960s until the present day. The author outlines the key moments in the various approaches to working with young children with disabilities and their families. We learn about recent trends in early intervention research, and are given examples of its implementation.
Medicine and Genetics
A. Chubarova, N. Semyonova
Orthopaedic Impairments
The authors reveal how motor development in children with Down syn- drome, and their ability to acquire a wide variety of skills, depend upon the state of their musculoskeletal system. We learn about orthopaedic problems associated with Down syndrome, and what can be done to prevent complications caused by this impairment.
Life and Achievements of Prof. N. Bochkov:
An Obituary
The article is dedicated to the memory of Prof. Bochkov, an outstand- ing Russian medical geneticist, and a patron of Downside Up. He was known not only for his scientific achievements, but also for his talent and humanity.
Psychology and Pedagogy
Ye. Aivasyan, G. Odinokova
The Importance of “Continuing Dialogue” between the
Mother and her Pre-School Child with Down Syndrome
The quality of interaction between a mother and her child with Down syndrome is shown to be a key factor in how well a child is able to communicate socially and interact with his surroundings. The authors present their research into interaction between mothers and their chil- dren aged 1-3, all of whom have Down syndrome. We learn about
“continuing dialogue”, which is considered positive and characterised by improved mother child bonding and sensitivity to each other’s feel- ings, even if no words are exchanged between them. In the course of their research the authors identified the qualities in a mother which promote effective interaction with their children.
T. Danilova, A. Mizinova
I Feel, Therefore I am
The psycho-sexual development of people with Down syndrome
The authors review all the research on this subject, and, despite insuf- ficient data, they conclude that the psycho-sexual development of peo- ple with Down syndrome has identifiable characteristics. They believe that this phenomenon can be explained by their cognitive ability and emotional experience. They also stress the influence of individuality as well as the parents’ efforts to make the child’s psycho-sexual develop- ment as normal as possible.
S. Andreeva
Sex Education
After eighteen years’ experience of working in this field, the Pskov
Centre of Curative Pedagogics has identified an acute need for a prop- erly planned programme of sex education for children and adolescents with intellectual disabilities. The author describes an experimental pro- gramme carried out in this Centre. She emphasizes that the concept of the programme is based upon humanistic principals, which recog- nize every individual’s right to respect and to lead a dignified life.
P. Zhiyanova
How Can We Encourage a Child to Speak?
The author describes the strengths and weaknesses in the develop- mental profile of a child with Down Syndrome, and their influence on the development of communication skills. The author also stresses the importance of the socio-psychological aspect of communication, ie the need of every child, and a child with Down syndrome is no exception,
to communicate with others. She gives recommendations to teachers,
therapists and parents on the best ways of getting children to commu- nicate.
C. Manske
Learning to Read before Going to School
Dr Christel Manske describes her unique method of teaching a child to read as part of the process of teaching him to speak. The author explains that she starts by teaching the child letters and sounds, which she accompanies by actions associated with each letter and sound.
The children build a vocabulary list, then make an ABC book, and then finally go on to make story books of events from their own lives.
K. Terentyeva
Using Gestures While Learning Russian Letters and
Sounds
The author describes how she took Dr Manske’s methods of teaching
German children with Down Syndrome their letters and sounds, and adapted this technique for use in Russia. Using case studies, she shows how Dr Manske’s methods work. She then goes on to present techniques that have been developed and evaluated in Downside Up for the use of Russian teachers and speech therapists.
Russian and International Experience
Ye. Sladkova, K. Terentyeva
Using Numicon in Group Sessions When Preparing
Children for School
Over the past two years British specialists have been running semi- nars on using the Numicon system to teach elementary maths skills.
The authors recount their experience of using Numicon in experimen- tal group sessions, in which they were preparing the children for school. They explain how they organised the group and describe in detail how Numicon works. They explain the techniques they used,
some of which worked, some didn’t.
Special Art
M. Fursova
“Inseparable”
Vladimir Mishukov, a well-known photographer and long time support- er of Downside Up, has a new photo exhibit “Inseparable”. It is a series of portraits of children and adults with Down syndrome. In this inter- view with the deputy editor of this journal, N. Groznaya, Mishukov shares his vision of the world, shaped by the birth of his son with Down syndrome. He talks about how to improve Russian society’s attitude towards “special” people.
Readers’ letters
Welcome to the World, My Darling Boy!
Anya from faraway Athens tells us about the fear, hope and joy she felt while knowing she was pregnant with a baby with Down syndrome.
She tells us how all the advice and support she received from
Downside Up’s Advisory Forum helped her overcome her despair.
Abstracts

Ресурсный центр Благотворительного фонда «Даунсайд Ап» предлагает
трехдневный тренинг Совершенствование двигательного развития детей раннего возраста с синдромом Дауна по авторской методике
Петера Лаутеслагера (Нидерланды)»
В 2009 г. голландский ученый, детский кинезотерапевт Петер Лаутеслагер передал педагогам Даунсайд Ап эксклюзивное право на обучение специалистов на территории России своему методу и выдачу сертификатов международного образца.
К участию в тренинге приглашаются кинезотерапевты, врачи ЛФК, педагоги-дефектологи, а также представители
родственных специальностей, занятые реабилитацией детей с ограниченными возможностями.
Программа тренинга
Программа рассчитана на 24 часа и состоит из теоретической и практической частей.
Первый день:
•
Знакомство с особенностями двигательного развития детей с синдромом Дауна.
•
Принципы тестирования и составления программы занятий.
•
Результаты исследования эффективности метода.
Второй день:
•
Оценка уровня формирования основных двигательных навыков.
•
Почти реальная практика – разработка слушателями программы занятий и рекомендаций для родителей на основе просмотра видеозаписей.
Третий день:
•
Тестирование и видеосъемка слушателями реальных детей раннего возраста с синдромом Дауна.
•
Просмотр видеоматериалов, оценка уровня развития обследуемого ребенка и составление программы занятий, которую будут реализовывать родители.
Петер Лаутеслагер Нидерланды) – врач-невролог, детский кинезотерапевт, посвятивший много лет проблемам двигательного
развития детей с синдромом Дауна. Результаты исследований ученого опровергают мнение, что развитие крупной моторики
детей с синдромом Дауна характеризуется только отставанием от обычных сроков освоения навыков. В действительности этим детям свойственны специфические нарушения. В результате многолетней научно-исследовательской деятельности
П. Лаутеслагер изучил эти особенности и разработал инструмент для количественной и качественной оценки уровня развития
основных двигательных навыков, формирующихся в период от рождения до 3 лет (ОДН-тест). Ученый также создал научно
обоснованный и четко структурированный метод содействия двигательному развитию детей с синдромом Дауна в период
формирования этих навыков.
Важно отметить такую особенность метода, как активное участие самого ребенка в процессе терапевтических занятий.
Использование адекватной мотивации и внимание к личным интересам малыша позволяют инициировать его движения,
превращая занятия в увлекательную игру.
По вопросам проведения выездного тренинга или организации его в Москве на базе Даунсайд Ап обращаться
в ресурсный центр к Елене Викторовне Поле по телефону +7 (499) 367-10-00 или по электронной почте
eip@downsideup.org