A little boy with a significant speech impediment corrected my speech today during our occupational therapy session. I told him to pass me a crayon which I have always said “crown” and never even realized was incorrect or that people might be confused. He looked at me and condescendingly said “It is CRAYon not CROWN”. He can’t say his R’s though, so it was “CWAYON not CWOWN.” Yep.
A little boy (the same one who witheringly corrected my pronunciation of “crayons” while having his own “R” speech impediment) and an aide and I were working together on a worksheet as a form of us learning from each other – I needed to see the kinds of things they work on, and the aide needed to see ways to work with him from an OT standpoint.
Young child, ie 6ish: Open this for me?
Young child, ie 5ish: Open this for me?
My kids will do so many things to play with stamps in occupational therapy. We can do sequencing and patterning and counting and colors and matching lids and spatial orientation etc. :). I do tons of things but never knew the stamps were so powerful. And I’m focusing a ton on classroom tools this year over all. Staples and tapes and backpacks etc.
Experimental in classrooms at one of my four schools. Love those wobbly stools!
I want to talk about balls. Balls are super awesome and we use them all the time in occupational therapy. Yesterday I got a pamphlet for a “Therapeutic Balls” course and while I can totally see its value and importance, I still snickered.
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