Speech Language Training
Language Acquisition/Learning Is A Crucial Stage In One’s Development. Through Language, Other Related Concepts Can Be Introduced and Trained Through This Module. This Also Enhances Higher Cognitive Skills Such As Reasoning, Judgment, and World Knowledge. The Following Activities Promote Language Learning In An Easy Way Thus Helping Individuals With Communication Disorders To Use The Language In A Meaningful Context.
Activities
Faster /Slower: Two Samples Which Travel With Different Speed (Fast Or Slow) Will Be Presented On The Screen. The Individual Has To Select The Relative Speed Of One With The Other Following Which The ‘Faster’ Or ‘Slower’ Option Needs To Be Chosen. For Example, Given Rabbit And Snail As Two Samples, Snail Runs ‘Slower’ Than Rabbit. Likewise, The Individual Has To Choose The Correct Option Based On The Speed.
Bigger /Smaller: Two Samples Which Travel At Different Height and Weight Will Be Presented On The Screen. The Individual Has To Select The Relative Size Of One With The Other Following Which The ‘Bigger’ Or ‘Smaller’ Option Needs To Be Chosen
Rearrange: The Task Requires The Individual To Rearrange The Letters/ Words To As Per The Instructions In Order To Arrive At The Answer. For Example, In One Picure with three Words. Activity, The Individual Has To Guess The Word Based On Picture Presented. Once The Individual Guesses The Word, He/She Is Expected To Rearrange The Jumbled Letters Of The Answer.It is Available in 1 Picture With Four words also.
Sequencing:This Task Child Will Have To Drag The Objects And Arrange In Sequence.
Same Different: This Task Child Will Have To Answer Objects Are Same Or Different From Various Category Like Animal , Body Parts , Birds , Etc.
Left / Right: This Task Child Will Have To Answer Objects Are Left / Right From Various Category Like Bigger ,Smaller , Colour , Longer , Recognition , Taller ,Etc.
Up / Down: This Task Child Will Have To Answer Objects Are Up/Down From Various Category Like Bigger , Smaller , Colour , Taller , Etc.
