Elementy metody werbotonalnej w terapii dzieci z niepełnosprawnością intelektualną

Abstract

For children with intellectual disabilities it is easier to remember content in relation to movement, a specific situation important to them, as a result of multisensory contact with stimuli accompanied by the emotional content. Verbotonal method ensures that as all the exercises there are performed together with motor activation allowing for sensory stimulation: vestibular, proprioceptive both kinetic and tactile, whose proper functioning sets the base for perception development in the area of superior sensory systems, i.e., auditory and visual. Exercises used in the method mobilize children for action, stimulate cognitive and motor activity, perfect their attention focus, help them with visual perception, following objects with their eyes, or keeping focus on an object. They also stimulate imagination and creative expression, develop general and musical hearing, improve gross motor coordination as well as precise movements, precision, velocity, range, purposefulness and esthetics of their movements; they perfect self and space orientation, help with self‑esteem and self‑acceptance, mould their identity and body awareness, help level tactile oversensitivity/undersensitivity. Phonatory games can make it easier for children to produce sound, improve their articulation and phonation and musical elements better respiratory functions. Through joint games with other children or with the therapist, this method also facilitates establishing contact with another human being.