3. Add基本面向 / 語言認知 / 語言治療 updated on 2009/01/0 8
1. The life of Helen Keller
2. 語言治療的迷思 blog
3. 台灣聽力語言學會
4. 大象男孩與機器女孩－關於熱愛生命的勇者故事
5. 語言治療是什麼？
1.
The life of Helen Keller
Summary: About the life of Helen Keller, the deafblind woman who became a role model for millions of people
· Helen falls ill
· Anne Sullivan
· Helen meets Anne
· The Frost King
· Helen enters Radcliffe College
· Helen tours the World
· The Miracle Worker
· Helen retires from public life
· Helen’s legacy
· Further reading
· Photos of Helen Keller
· RNIB – helping you live with sight loss
Helen Adams Keller was born on 27 June 1880 in Tuscumbia, a small rural town in Northwest Alabama, USA. The daughter of Captain Arthur Henley Keller and Kate Adams Keller she was born with full sight and hearing.
Kate Keller was a tall, statuesque blond with blue eyes. She was some twenty years younger than her husband Captain Keller, a loyal southerner who had proudly served in the Confederate Army during the American Civil War.
The house they lived in was a simple, white, clapboard house built in 1820 by Helen’s grandparents. At the time of Helen’s birth the family were far from wealthy with Captain Keller earning a living as both a cotton plantation owner and the editor of a weekly local newspaper, the “North Alabamian”. Helen’s mother, as well as working on the plantation, would save money by making her own butter, lard, bacon and ham.
Helen falls ill
But Helen’s life was to change dramatically. In February 1882, when Helen was nineteen months old, she fell ill. To this day the nature of her ailment remains a mystery. The doctors of the time called it “brain fever”, whilst modern day doctors think it may have been scarlet fever or meningitis.
Whatever the illness, Helen was, for many days, expected to die. When, eventually, the fever subsided, Helen’s family rejoiced believing their daughter to be well again.
However, Helen’s mother soon noticed how her daughter was failing to respond when the dinner bell was rang or when she passed her hand in front of her daughter’s eyes.
It thus became apparent that Helen’s illness had left her both blind and deaf.
The following few years proved very hard for Helen and her family. Helen became a very difficult child, smashing dishes and lamps and terrorising the whole household with her screaming and temper tantrums. Relatives regarded her as a monster and thought she should be put into an institution.
By the time Helen was six her family had become desperate. Looking after Helen was proving too much for them. Kate Keller had read in Charles Dickens’ book “American Notes” of the fantastic work that had been done with another deaf and blind child, Laura Bridgman, and travelled to a specialist doctor in Baltimore for advice. They were given confirmation that Helen would never see or hear again but were told not to give up hope, the doctor believed Helen could be taught and he advised them to visit a local expert on the problems of deaf children. This expert was Alexander Graham Bell, the inventor of the telephone, Bell was now concentrating on what he considered his true vocation, the teaching of deaf children.
Alexander Graham Bell suggested that the Kellers write to Michael Anagnos, director of the Perkins Institution and Massachusetts Asylum for the Blind, and request that he try and find a teacher for Helen. Michael Anagnos considered Helen’s case and immediately recommended a former pupil of the institution, that woman was Anne Sullivan.
Anne Sullivan
Anne Sullivan had lost the majority of her sight at the age of five. By the age of ten, her mother had died and her father deserted her. She and her brother Jimmie were sent to the poorhouse in February 1876.
Anne’s brother died in the poorhouse. It was October 1880 before Anne finally left and went to commence her education at the Perkins Institution. One summer during her time at the institute, Anne had two operations on her eyes, which led to her regaining enough sight to be able to read normal print for short periods of time.
Anne graduated from Perkins in 1886 and began to search for work. Finding work was terribly difficult for Anne, due to her poor eyesight, and when she received the offer from Michael Anagnos to work as the teacher of Helen Keller, a deaf-blind mute, although she had no experience in this area, she accepted willingly.
Helen meets Anne
On 3 March 1887 Anne arrived at the house in Tuscumbia and for the first time met Helen Keller. Anne immediately started teaching Helen to finger spell. Spelling out the word “Doll” to signify a present she had brought with her for Helen. The next word she taught Helen was “Cake”. Although Helen could repeat these finger movements she could not quite understand what they meant. And while Anne was struggling trying to help her understand, she was also struggling to try and control Helen’s continuing bad behaviour.
Anne and Helen moved into a small cottage on the land of the main house to try and get Helen to improve her behaviour. Of particular concern were Helen’s table manners. She had taken to eating with her hands and from the plates of everyone at the table.
Anne’s attempts to improve Helen’s table manners and make her brush her own hair and button her shoes led to more and more temper tantrums. Anne punished these tantrums by refusing to “talk” with Helen by spelling words on her hands.
Over the coming weeks, however, Helen’s behaviour did begin to improve as a bond grew between the two. Then, after a month of Anne’s teaching, what the people of the time called a “miracle” occurred.
Helen had until now not yet fully understood the meaning of words. When Anne led her to the water pump on 5 April 1887, all that was about to change.
As Anne pumped the water over Helen’s hand , Anne spelled out the word water in the girl’s free hand. Something about this explained the meaning of words within Helen, and Anne could immediately see in her face that she finally understood.
Helen later recounted the incident:
“We walked down the path to the well-house, attracted by the fragrance of the honey-suckle with which it was covered. Someone was drawing water and my teacher placed my hand under the spout. As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty consciousness as of something forgotten, a thrill of returning thought, and somehow the mystery of language was revealed to me.”
Helen immediately asked Anne for the name of the pump to be spelt on her hand and then the name of the trellis. All the way back to the house Helen learned the name of everything she touched and also asked for Anne’s name. Anne spelled the name “Teacher” on Helen’s hand. Within the next few hours Helen learnt the spelling of thirty new words.
Helen’s progress from then on was astonishing. Her ability to learn was far in advance of anything that anybody had seen before in someone without sight or hearing. It wasn’t long before Anne was teaching Helen to read, firstly with raised letters and later with braille, and to write with both ordinary and braille typewriters.
Michael Anagnos was keen to promote Helen, one of the numerous articles on her that he wrote said of Helen that “she is a phenomenon”. These articles led to a wave of publicity about Helen with pictures of her reading Shakespeare or stroking her dog appearing in national newspapers.
Helen had become famous, and as well as again visiting Alexander Graham Bell, she visited President Cleveland at the White House. By 1890 she was living at the Perkins Institute and being taught by Anne. In March of that year Helen met Mary Swift Lamson who over the coming year was to try and teach Helen to speak. This was something that Helen desperately wanted and although she learned to understand what somebody else was saying by touching their lips and throat, her efforts to speak herself proved at this stage to be unsuccessful. This was later attributed to the fact that Helen’s vocal chords were not properly trained prior to her being taught to speak.
The Frost King
On 4 November 1891 Helen sent Michael Anagnos a birthday gift of a short story she had written called “The Frost King”. Anagnos was so delighted with the story that he had soon published it in a magazine hailing its importance in literary history.
However, it was soon discovered that Helen’s story was the same as one called “The Frost Fairies” by Margaret Canby. This was ultimately to be the end of Helen and Anne’s friendship with Michael Anagnos. He felt he had been made to appear foolish by what he considered to be Helen’s deception.
There had to be an investigation and it was discovered that Helen had previously been read the story some years before and had obviously remembered it. Helen always claimed not to recall the original story and it should always be remembered that Helen was still only 11 years old, however, this incident created a rift that would never heal between Helen, Anne and Anagnos. It also created great doubt in Helen’s own mind as to whether any of her thoughts were truly her own.
In 1894 Helen and Anne met John D Wright and Dr Thomas Humason who were planning to set up a school to teach speech to the deaf in New York City. Helen and Anne were very excited by this and the assurances of the two men that Helen’s speech could be improved excited them further. Helen thus agreed to attend the Wright-Humason School for the Deaf.
Unfortunately though, Helen’s speech never really improved beyond the sounds that only Anne and others very close to her could understand.
Helen enters Radcliffe College
Helen moved on to the Cambridge School for Young Ladies in 1896 and in the Autumn of 1900 entered Radcliffe College, becoming the first deafblind person to have ever enrolled at an institution of higher learning.
Life at Radcliffe was very difficult for Helen and Anne, and the huge amount of work involved led to deterioration in Anne’s eyesight. During their time at the College Helen began to write about her life. She would write the story both in braille and on a normal typewriter. It was at this time that Helen and Anne met with John Albert Macy who was to help edit Helen’s first book “The Story of My Life” which was published in 1903 and although it sold poorly at first it has since become a classic.
On 28 June 1904 Helen graduated from Radcliffe College, becoming the first deafblind person to earn a Bachelor of Arts degree.
John Macy became good friends with Helen and Anne, and in May 1905 John and Anne were married. Anne’s name now changed to Anne Sullivan Macy. The three lived together in Wrentham, Massachusetts, and during this time Helen wrote “The World I Live In”, revealing for the first time her thoughts on her world. It was also during this time that John Macy introduced her to a new and revolutionary way of viewing the world. And in 1909 Helen became a member of the Socialist Party of Massachusetts.
In 1913 “Out of the Dark” was published. This was a series of essays on socialism and its impact on Helen’s public image was immense. Everyone now knew Helen’s political views.
Helen tours the World
Helen and Anne filled the following years with lecture tours, speaking of her experiences and beliefs to enthralled crowds. Her talks were interpreted sentence by sentence by Anne Sullivan, and were followed by question and answer sessions.
Although Helen and Anne made a good living from their lectures, by 1918 the demand for Helen’s lectures had diminished and they were touring with a more light-hearted vaudeville show, which demonstrated Helen’s first understanding of the word “water”. These shows were hugely successful from the very first performance, a review of which read as follows:
“Helen Keller has conquered again, and the Monday afternoon audience at the Palace, one of the most critical and cynical in the World, was hers.”
At this time they were also offered the chance to make a film in Hollywood and they jumped at the opportunity. “Deliverance”, the story of Helen’s life, was made. Helen was, however, unhappy with the glamorous nature of the film and it unfortunately did not prove to be the financial success that they had hoped for.
The vaudeville appearances continued with Helen answering a wide range of questions on her life and her politics and Anne translating Helen’s answers for the enthralled audience. They were earning up to two thousand dollars a week, which was a considerable sum of money at the time.
In 1918 Helen, Anne and John moved to Forest Hills in New York. Helen used their new home as a base for her extensive fundraising tours for the American Foundation for the Blind. She not only collected money, but also campaigned tirelessly to alleviate the living and working conditions of blind people, who at that time were usually badly educated and living in asylums. Her endeavours were a major factor in changing these conditions.
Helen’s mother Kate died in 1921 from an unknown illness, and this left Anne as the sole constant in Helen’s life. However that same year Anne fell ill again and this was followed in 1922 by a severe bout of bronchitis which left her unable to speak above a whisper and thus unable to work with Helen on stage anymore. At this point Polly Thomson, who had started working for Helen and Anne in 1914 as a secretary, took on the role of explaining Helen to the theatre going public.
They also spent a lot of time touring the world raising money for blind people. In 1931 they met King George and Queen Mary at Buckingham Palace, who were said to be deeply impressed by Helen’s ability to understand what people said through touch.
All the while Anne’s health was getting worse, and with the news of the death of John Macy in 1932, although their marriage had broken up some years before, her spirit was finally broken. She died on 20 October 1936.
When Anne died, Helen and Polly moved to Arcan Ridge, in Westport, Connecticut, which would be Helen’s home for the rest of her life.
After World War II, Helen and Polly spent years travelling the world fundraising for the American Foundation for the Overseas Blind. They visited Japan, Australia, South America, Europe and Africa.
Whilst away during this time Helen and Polly learnt of the fire that destroyed their home at Arcan Ridge. Although the house would be rebuilt, as well as the many mementoes that Helen and Polly lost, also destroyed was the latest book that Helen had been working on about Anne Sullivan, called “Teacher”.
It was also during this time that Polly Thomson’s health began to deteriorate and whilst in Japan she had a mild stroke. Doctors advised Polly to stop the continuous touring she and Helen did, and although initially they slowed down a bit, the touring continued once Polly had recovered.
In 1953 a documentary film “The Unconquered” was made about Helen’s life, this was to win an Academy Award as the best feature length documentary .It was at the same time that Helen began work again on her book “Teacher”, some seven years after the original had been destroyed. The book was finally published in 1955.
Polly Thomson had a stroke in 1957, she was never to fully recover and died on March 21, 1960. Her ashes were deposited at the National Cathedral in Washington DC next to those of Anne Sullivan. It was the nurse who had been brought in to care for Polly in her last years, Winnie Corbally, who was to take care of Helen in her remaining years.
The Miracle Worker
It was in 1957 that “The Miracle Worker” was first performed. A drama portraying Anne Sullivan’s first success in communicating with Helen as a child, it first appeared as a live television play in the United States.
In 1959 it was re-written as a Broadway play and opened to rave reviews. It became a smash hit and ran for almost two years. In 1962 it was made into a film and the actresses playing Anne and Helen both received Oscars for their performances.
Helen retires from public life
In October 1961 Helen suffered the first of a series of strokes, and her public life was to draw to a close. She was to spend her remaining years being cared for at her home in Arcan Ridge.
Her last years were not however without excitement, and in 1964 Helen was awarded the Presidential Medal of Freedom, the nation’s highest civilian award, by President Lyndon Johnson. A year later she was elected to the Women’s Hall of Fame at the New York World’s Fair.
On June 1, 1968, at Arcan Ridge, Helen Keller died peacefully in her sleep. Helen was cremated in Bridgeport, Connecticut and a funeral service was held at the National Cathedral in Washington DC where the urn containing her ashes would later be deposited next to those of Anne Sullivan and Polly Thomson.
Helen’s legacy
Today Helen’s final resting place is a popular tourist attraction and the bronze plaque erected to commemorate her life has the following inscription written in braille:
“Helen Keller and her beloved companion Anne Sullivan Macy are interred in the columbarium behind this chapel.”
So many people have visited the chapel, and touched the braille dots, that the plaque has already had to be replaced twice.
If Helen Keller were born today her life would undoubtedly have been completely different. Her life long dream was to be able to talk, something that she was never really able to master. Today the teaching methods exist that would have helped Helen to realise this dream. What would Helen have made of the technology available today to blind and deafblind individuals? Technology that enables blind and deafblind people, like Helen, to communicate directly, and independently, with anybody in the world.
Helen Keller may not have been directly responsible for the development of these technologies and teaching methods. But with the help of Anne Sullivan, through her writings, lectures and the way she lived her life, she has shown millions of people that disability need not be the end of the world.
In Helen’s own words:
“The public must learn that the blind man is neither genius nor a freak nor an idiot. He has a mind that can be educated, a hand which can be trained, ambitions which it is right for him to strive to realise, and it is the duty of the public to help him make the best of himself so that he can win light through work.”
Further reading
RNIB’s Research Library can provide details of books and articles about Helen Keller and Anne Sullivan.
Photos of Helen Keller
The American Foundation for the Blind has a Helen Keller Archive which contains pictures and images of Helen Keller and Anne Sullivan.
RNIB – helping you live with sight loss
The world has changed a lot since Helen's time. The internet now gives people the freedom to learn and communicate equally. From emailing, browsing, learning online, playing games, downloading music and shopping, it has opened up a new world to blind and partially sighted people. Find out how web designers can make their websites accessible to people who are deaf and blind - Web Access Centre.
We are UK’s leading charity offering information, support and advice to over two million people with sight problems. Find out more about RNIB.
You can donate to RNIB - your support will help blind and partially sighted people lead full and rewarding lives.
Up to three million adults and children in the UK who are blind, partially sighted or have a reading disability such as dyslexia are denied the right to read. Support our Right to Read campaign.
Content author: webeditor@rnib.org.uk
Last updated: 20/11/2008 11:13
3.
◆ 台灣聽力語言學會簡介 ◆
學會宗旨 學會成立於民國75年，其宗旨以團體組織力量連絡會員，提高國內聽力語言障礙診斷及治療的服務素質，及與國外相關專業人員及團體之學術交流與合作◎學會任務1.從事國內聽力、語言病理專業之研究與調查 2.提昇國內聽力、語言病理專業人員之素質與服務品質 3.促進國內外聽力、語言病理專業人員在臨床與 學術研究上之交流 4.介紹及出版國內外聽力、語言病理專業之書籍或期刊 5.研究設計與製作有關聽力、語言病理診斷工具及治療之教材 6.其他有關聽力、語言病理專業之服務與權益事項◎聽力師服務項目聽力師藉助各種儀器評估及診斷聽力系統障礙的類型及程度,並依據檢查結果轉介醫師治療,或進一步凝定聽能創健與復健計畫及訓練。服務的項目包括:一.診斷性聽力檢查二.嬰幼兒聽力檢查三.平衡功能檢查四.助聽器與人工電子耳等聽覺輔助器功能評估與選配五.聽能創建與復健六.噪音環境的評估及噪音傷害的宣導與防治七.提供聽障相關之醫療與社會資源等諮詢◎如何獲得聽力師的服務一.醫院體系:一般醫學中心及區域醫院的耳鼻喉科均有聽力師及聽力檢查設備。若懷疑有 聽力障礙的病患須先經耳鼻喉科門診醫師進行耳科理學檢查,再轉介給聽力師,做進一步的聽力評估二.學校體系:若診斷確定為聽障兒,在裝置適當的聽覺輔助器之後,可至啟聰學校或學校啟 聰班接受聽能復健。有些學校可申請聽力師或語言治療師巡迴到校輔導有關聽力直障礙相關的問題三.機構體系:目前有些機構也設有聽力師,可執行非診斷性聽力評估工作,以及針對聽障兒 進行聽能復健◎語言治療師服務項目一.兒童語言及溝通障礙之評估、診斷與治療二.成人語言及溝通障礙之評估、診斷與治療三.吞嚥障礙之評估、診斷與治療四.溝通輔助器之設計與運用五.提供語言障礙﹑溝通障礙及吞嚥障礙相關之醫療與社會資源諮詢◎如何獲得語言治療師的服務一.醫院體系: 一般醫學中心及區域醫院均設有語言治療師,若懷疑有語言或吞嚥障礙的病患,應先至復健科﹑耳鼻喉科﹑整型外科﹑顱顏中心或心智科門診,由門診醫師轉介給語言治療師評估﹑治療與諮詢二.學校體系:有些學校設有語障資源班﹑啟聰班或啟智班(學校)提供語言治療的服務,有些學校也可申請聽力師或語言治療師巡迴到校輔導有關語言障礙相關的問題,以嘉惠有語言治療的學齡兒童三.機構體系:有些中心也開始提供語言治療的服務,以照顧多重性異常者的溝通問題
4.
· 商品圖片
大象男孩與機器女孩－關於熱愛生命的勇者故事
內容簡介
top
在幸福與痛苦的選擇中，每個人都會選擇前者，但是能否真正幸福，仍在於自己之手，是不是可以忍受各種的折磨與煎熬。生活的快樂離不開想像，想像我們在黑暗中看到光明，在地獄中想像天堂，在困境中嚮往幸福。的確，生活不是缺少幸福，而是缺少發現。凡事從好處想，就會看到希望，有了希望才能增添我們生活的勇氣和力量。所以，當我們接受現實的不完美時，當我們為生命的繼續心存感激時，才能夠真正成就完美，活出生命的奇蹟。
有個嚴重聽力障礙、不能說話的八歲男孩，比手畫腳是他與外界溝通最直接的方式，喜歡與人接觸的他，在人前總會利用肢體努力的想表達出他的想法，其中他最喜歡做出一手捏著鼻子、一手伸長的大象動作。
男孩出生後便有嚴重雙側唇顎裂、心臟病及喉頭軟化問題，還患有多重問題及發展嚴重遲緩，五歲多才會走路，一歲前也已做完唇顎、心臟及氣切手術，此後一直仰賴鼻胃管進食及抽痰機輔助，現在最大的問題就在於做過氣切手術，僅能以鼻胃管進食流質食物，在呼吸與吞嚥上有極大的困難。
為什麼叫「大象男孩」？因為祥祥是唇顎裂患者，沒有早期療癒，到八歲還必須用鼻胃管進食，這樣子像不像大象。但其實誰也沒有想到，祥祥可以活到現在。
另外，一位罹患重度小兒麻痺的小女孩，從小跟八十歲的阿嬤住在海邊，直到六歲被人發現，送到早期治療中心身體僵直，每作一個動作，要忍受極大的痛苦，因此，很多人叫她「機器女孩」。
翻身翻了三圈，姍姍今天的表現，比昨天好很多了。機器人女孩珊珊：「我好棒，我可以休息了。」這兩個動作，珊珊花了五分鐘完成，全身又痛又累她忍不住哇哇大哭。
姍姍來自東北角的偏遠漁村「馬剛」，一直到六歲才被一位熱心的老師發現，接受教育接受治療，現在姍姍已經八歲了，但是她的智力不到三歲，不過姍姍還在繼續努力。
兩個八歲的生命，用無比的勇氣堅持著，展現出對生命的熱愛，這是他們的故事！
關於許多熱愛生命的勇者們，他們以一種奇蹟般的勇氣和毅力，讓生命的激流蕩清靈魂的濁物，然後，找到自己本來就有的那顆金子般的心。
生命是永遠期待和希望的，它蘊含著太多可能與無限的潛能。有時候，山重水複疑無路之際，需要做的就是向自己突圍。
作者簡介
林慶昭
· 經歷： 雜誌採訪記者 尖端出版公司叢書主編 CALL流行通訊總編輯 大慶文化總編輯 《我愛你結婚網》愛情顧問 TNT電台《文學的天空》節目主持人 金石堂十大暢銷男作家
· 得獎記錄： 第十屆全國學生文學獎小說獎 第十一屆耕莘文學獎小說獎 第八屆巡迴文藝創作獎散文獎 台北市立圖書館新詩創作比賽第一名 第一屆海外文藝旅遊文學甄選獎
· 著作： 朋友，來自真心、心情豔陽天、別為小事爭執、領悟，從現在開始、把成功裝進口袋、真愛，要用心體會、別為小事氣不完、只想好好愛一個人、快樂的生活自己找、幸福的感覺、脾氣好一點、愈放下，愈自在、吃苦太落伍、其實，沒有那麼糟、心開，路就開、天下沒有白吃的午餐、你的表現會說話等九十多本暢銷好書
詳細資料
top
· 叢書系列：好樣的
· 規格：平裝 / 192頁 / 25K / 普級 / 單色印刷 / 初版
· 出版地：台灣
5.
語言治療是什麼？
耳鼻喉科 余詠禧語 言治療師 李家和 主治醫師(96年3月)
耳鼻喉科的語言治療室位於耳鼻喉科門診的旁邊，在去年的八月開始服務。醫師在檢查後，會轉介可能需要語言治療的病人至語言治療室，作進一步的評估與治療。在溝通的時候，發現很多患者或患者的家屬從來沒有聽過語言治療的服務。
語言「治療」的方法是藉著治療師所設計的活動與練習，來幫助有溝通或吞嚥障礙的患者，改善他們的溝通技巧或吞嚥功能，使他們能更有效地與別人溝通，和安全的吞嚥與進食，生活品質得以提高。
語言治療的服務是由語言治療師提供的，治療項目與對象包括：
1.聲音異常：說話聲音異於常人，包括音調、音質、音量的不正常，最常見的疾病有聲帶結節、聲帶息肉、喉炎等。
2.構音異常：說話的語音不正確或不清楚，如俗語所謂的「大舌頭」、「臭乳呆」等。
3.吞嚥障礙：口腔期的口部和舌頭的動作與協調問題－嘴唇不能緊閉、嬰兒吸吮動作的障礙、不能有效咀嚼(牙齒問題非主要原因)、食物咀嚼後沒有辦法帶到咽喉等；或咽喉期的反射動作遲緩－吃東西時常常噎到、感覺吞不下。
4.失語症：由於腦部受傷害，失去運用語言的技巧，無法理解別人的意思，或是別人無法明白患者所表達的意思，例如中風、老人癡呆症、腦外傷等疾病。
5.語言發展遲緩：整個語言發展過程較一般兒童遲緩，對語言理解和口語表達都有障礙，多半因神經障礙、情緒障礙、環境等因素所造成，如腦性麻痺、自閉症傾向、唐氏症等。
6.口吃：說話節律出現問題，無法達成流暢的言語溝通，因而出現說話結結巴巴的現象。
7.聽力障礙：兒童若無法聽到聲音，或只聽到部分聲音，運用聲音及構音器官來學正確的言語就會有困難，語言理解和口語表達能力都可能受到影響。
8.喉切除者：因為喉癌或意外傷害，經外科手術切除咽喉及聲帶，造成永久性失聲，需要使用助講器或「食道語」來作口語溝通。
9.腦性麻痺：因為腦神經障礙，造成無法正常地控制肌肉活動與協調，尤其是唇、舌等口腔器官，以致有構音異常或吞嚥障礙的現象。有些患者無法用口語表達，治療師會協助發展其他溝通方式。
10.唇顎裂：即口腔唇顎部位呈現有裂縫，以致造成構音困難及鼻音過重。
接受語言治療的患者要體認到治療的效果不是即時的，需要患者有耐心、恆心與治療師配合，也需要家人的協助、諒解與鼓勵。有時候要透過醫師、學校老師、社會工作人員、心理治療師等專業人員的參與，才能達成完整的治療。
【回本期目錄】
參考資料
wikipedia
http://www.rnib.org.uk/xpedio/groups/public/documents/publicwebsite/public_keller.hcsp
http://handicap.pixnet.net/blog/post/21373552
台灣聽力語言學會簡介
http://www.kmuh.org.tw/www/kmcj/data/9603/16.htm
沒有留言:
張貼留言