No Passo 3, viu exemplos em vídeo de Intervenções Inseridas nas Rotinas para o Luke e para outras crianças. A Jackie, a família do Luke e os terapeutas desenvolveram as seguintes Intervenções Inseridas nas Rotinas e registaram-nas no Documento de apoio 1.7: Plano Educativo Individual do Luke (PEI):
- Colocar quadros de atividades nas áreas de jogo, com imagens de esquemas de jogo, para que o Luke possa iniciar interações e fazer comentários.
- Usar sequências de jogo padronizadas para que o Luke possa familiarizar-se com os pedidos e comentários típicos. Será também provável que o Luke inicie rotinas familiares.
Veja mais dois exemplos de Intervenções Inseridas nas Rotinas criadas para o Luke no contexto da sala.
Video 1.19: Rotina no contexto de educação de infância – cantar com os amigos
Luke participates in singing a favorite song with the facilitation of his speech therapist. She encourages peer interaction and has Luke choose which verse of the song to sing (running time: 1 min. 49 sec.).
View Transcript
Narrator:
This video shows a speech therapist facilitating a music activity for Luke a 3 year old boy with language delays and his peers in the classroom.
Speech Therapist:
Should we sing the wipers, Luke, or the people go up and down? Which one?
Girl:
The babies.
Speech Therapist:
Luke says up and down. It’ll be your turn to pick next. You ready? Ok.
[singing] The people on the bus go up and down, up and down, up and down. The people on the bus go up and down all through the town.
Boy:
I want the ball.
Speech Therapist:
Right now we’re going to sing another part of The Wheels on the Bus. Luke, I want you to pick. Ava, wants to sing the babies on the bus. Can we do babies? Yeah? Say, “Yes, Ava. Yes, Ava, we’ll do the babies.”
[singing] The babies on the bus say Waah Waah Waah Waah Waah Waah Waah Waah Waah. Babies on the bus say Waah Waah Waah all through the town.
Video 1.20: Rotina no contexto de educação de infância – almoçar
Luke uses a communication device to comment and make requests at mealtime. His teacher encourages and praises him (running time: 2 min. 02 sec.).
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Narrator:
This video shows Luke a 3 year old boy with language delays, using his spring board communication device to ask his teacher for more food at meal time.
Jackie:
Please. Plate please. Tell me with the SpringBoard.
Luke’s SpringBoard:
I want plate, please.
Jackie:
Alright. I liked the way you asked.
Is it good, Luke? It is? Alright.
Luke’s SpringBoard:
Spoon
Jackie:
What’s wrong with your spoon? What do you want with your spoon? Hmm?
Luke’s SpringBoard:
Spoon.
Jackie:
What about the spoon?
Luke’s SpringBoard:
Spoon. Spoon. Spaghetti.
Jackie:
What do you want, Luke? What do you want?
Luke’s SpringBoard:
More.
Jackie:
More what?
Luke’s SpringBoard:
More spaghetti.
Jackie:
More spaghetti…
Luke’s SpringBoard:
Please.
Jackie:
Thank you.