This is one of the good ways to exercise the hand skills and hand flexibility of children with mental retardation. When children with autism just practice origami, their fingers are weak, their fingers are out of control and their movements are inflexible. Teachers and parents should not worry about this, and slowly teach them to fold step by step. Teachers and parents had better take a step, and then let the children imitate folding and teach them step by step. When they learn each step, teachers and parents can connect several steps from beginning to end and fold them into a finished product. The difficulty of origami depends on the degree of mental disability of children and the situation of each child.
2 line drawing exercises
There are many ways to teach children to draw lines. At first, children often can't hold their pens. Autism rehabilitation therapists or parents of autistic patients should first teach them the correct posture of holding pens.
On this basis, encourage children to scribble on paper with pens, as long as they can draw in the right way, overcome their fear of writing and drawing, and further teach them to draw dots and lines (horizontal lines, vertical lines, diagonal lines, etc. ).
When children have the ability to control finger movements, teach them to learn to draw pictures.
There are the following methods:
(1) Draw a line with a different color from the original line. If it was originally painted in blue, let the children draw in red.
(2) Let the children draw on the dotted line (vertical line and horizontal line) with a pen different from the original color.
(3) Teachers or parents use dots with different densities to draw the shapes of some objects that children often see in their daily lives, such as peaches, apples, eggplant and bananas. Then let the children connect the points into objects with pens of different colors.
(4) Draw two parallel lines and let children draw a horizontal line or a vertical line within the defined line. The distance between two defining lines can be narrow to wide.
(5) Let children listen to orders and draw lines alternately with teachers or parents. If the teacher draws vertical lines or horizontal lines, let the children draw vertical lines or horizontal lines next to them; Teachers draw vertical lines for children to draw horizontal lines, or teachers draw horizontal lines for children to draw vertical lines; Teachers can also cross-draw lines with children, for example, teachers draw a horizontal line and children draw a diagonal line. This way, drawing lines is more playful and interesting, and children are more willing to cooperate with adults to draw.
3 Draw circles and arcs for training.
The practice is as follows:
(1) The teacher draws a circle and asks the children to draw on the circle with pens of different colors.
(2) The teacher draws a circle with a dotted line and asks the children to draw along the dotted line.
(3) Teachers draw circles with dots, so that children can connect dots into circles.
(4) Let children and teachers draw circles alternately. For example, the teacher draws a circle first, and then asks the children to draw a circle; The teacher draws a big (small) circle, let the children draw a small (big) circle or the teacher draws a big circle, let the children draw a small circle in the big circle, or the teacher draws a small circle, let the children draw a big circle outside the small circle and cover the small circle with a big circle.
When a child learns to draw a circle, teach him to draw an arc. There are big arcs and small arcs. At the beginning of teaching, you can draw the arc into large and small points, which is easy for children to identify and draw. Later, you can draw them shorter and smaller. While teaching children to draw an arc, describe it in vivid language, such as "This one is like a small bridge, winding across the river." It is easy to arouse the enthusiasm of children with mental retardation. The method is like drawing a circle.
4 learning the training of drawing graphics
When children learn to draw points, lines, circles and arcs, that is, after they have a certain painting foundation, they should lose no time in teaching them to learn to draw graphics. It's not too difficult to draw pictures at first, but as simple as possible, such as drawing the sun, the moon, biscuits, toothbrushes, teacups, pens and knives. In the future, according to the situation of children's drawing, increase the difficulty of graphics appropriately, such as teaching to draw small animals, people, houses, tables, stools and so on.
When teaching children to learn to draw graphics, try to draw objects that children often touch or use in their daily lives.
Such as apples, peaches, pears, bananas and watermelons in fruits; Tomatoes, cucumbers, eggplants, peppers, pumpkins, etc. In vegetables; Tables, stools, chairs and beds in furniture; Dogs, cats, chickens, ducks and geese among animals; Jackets, trousers, shoes, hats, socks, scarves, etc. Wearing clothes; Pots, bowls, spoons, spoons, chopsticks, pots, knives, etc. In cookware and other things such as teacups, teapots, tea bowls, tea trays, etc.
Learn to write Chinese characters.
The strokes of Chinese characters are complex, and the spatial configuration and structure are also very inconsistent. Therefore, the different strokes and structures of Chinese characters provide different contents for mentally retarded children to exercise their finger skills.
Each Chinese character is composed of a certain horizontal, vertical, dot, apostrophe and apostrophe. As mentioned earlier, writing "one" and drawing "1" is a very important content in training finger skills.
At the same time, due to the different structure and collocation of Chinese characters, children are required to have different ability to use finger skills when writing correctly, and the structure of Chinese characters is complex, which requires higher accuracy of finger control.
When teaching children to write Chinese characters, they can draw red at first, but the pattern of drawing red should not be too small at first, and should be gradual from big to small. The difficulty and strokes of Chinese characters also depend on the children's completion, and also follow the law from simplicity to complexity.
When they have a certain writing foundation and experience, they will further guide their children to write on the square, that is, Tian Zige. At first, teachers can design Tian Zige by themselves, with specifications from big to small, and finally meet the standards of Tian Zige.
The Chinese characters taught by the teacher should be the names of simple objects that children often come into contact with in daily life, such as "rice" and "melon", accompanied by appropriate pictures or objects, and fully marked.
In addition, you can learn to write Arabic numerals within 100, capitalizing "one, two, three, four, ... ten" and your own name. For some difficult Chinese characters, a step-by-step teaching method can be adopted.
6 Paper-cut training
Paper-cutting with scissors is also a good way to train the skills and functions of hands. The key point of using scissors is the forced cooperation between thumb and forefinger, which play an important role in the whole grasping, grasping and grasping process of fingers, so it is of great significance to use scissors. At the same time, paper-cutting with scissors is also a good process of visual coordination and action coordination, which requires close cooperation between eyes and fingers to cut out the required appearance.
Before training, it is best to take some plastic toy scissors for opening and closing exercises, that is, to learn how to use scissors and how hard your fingers are. On this basis, bald (round-headed) scissors with thick blades but paper cutting are used. For the sake of safety, never use scissors that are too sharp.
The specific paper-cutting methods are as follows:
(1) Take a piece of paper with moderate thickness and let the child cut it freely with scissors, as long as it can be cut open or cut off.
(2) Draw a horizontal line or diagonal line on the paper and let the children cut the paper along the line. This cutting method is more difficult than before. Children's fingers are not very pleasant to listen to, and they often deviate from drawing lines when cutting. Teachers or parents should not blame them for this, but teach patiently and encourage him to cut boldly.
(3) The teacher or parents draw an arc or a circle on the paper and let the children follow the picture. At the beginning, the arc or circle should not be too small, and then gradually change from large to small, step by step.
(4) Draw some simple graphics on paper, such as the rough outline graphics of small animals such as spoons and chopsticks, or find some simple graphics on waste pictorial for children to cut.
7 spelling exercises
Use cardboard or cardboard, draw simple figures of people or various small animals with pencils or strokes on it, and then cut them into several large pieces along the line. Let the children spell out these cut and disturbed figures with both hands, and exercise their finger movement ability and hand-eye coordination ability.
In addition to the above specific methods, teachers or parents can also instruct mentally retarded children (one hand or two hands) to play the piano (pedal organ, piano, electronic organ) and so on. It can also play a good role in exercising the finger flexibility of children with mental retardation.