Falling down and lamenting is something distinctly human. To leave him alone in his misery is to leave our humanity and give way to an individualism that will slowly leave us in misery itself. They are sensations that I have when observing how we treat each other within society, how we violate each other, wanting to succeed at all costs, without understanding that there is another who also seeks the same thing, but that due to different circumstances cannot follow my own rhythm. That's when I think of the story of Andrés, a child with dyslalia that shows us that we lack very concrete tools to stimulate teamwork and promote community building.
This thought resonates with me when listening to the story of Andrés, a boy who is beginning his first steps in school. He has dyslalia and no one appears on the horizon to lift him from his falls. I see him crying, heartbroken, thinking that he can cope with the endless difficulties he has at school for having this disorder. Dyslalia is terrible in that respect, because it exposes the young man to jokes and a discrimination for failing to pronounce words properly. Despite the clarity of the diagnosis, the child suffers because he cannot keep up with his peers. He knows he's late, but he doesn't know how to speed up his stride.
He's down but he must know to get up. 'Why do we fall? So that we can learn to recover ', that's what the Batman character said in one of his films, inviting us not to stay lying on the floor but to know how to be able to stand up and start over. It happens that this same phrase was heard by Maximiliano, one of Andrés's companions, and he wanted to do something about it in the face of the drama that his companion was experiencing.
The first thing was to ask his mother what could be done. She - things of destiny, is a psychopedagogue - investigates and proposes to play some specific games that they can play during recess:
1. Play to blow out candles, blow up balloons or play instruments such as the flute or harmonica. Obviously the object is to start exercise part of your mouth.
2. Challenge him to blow out the candle without blowing it out. This way he controls the force of his mouth.
3. Move paper boats blowing on them, make bubbles with those typical games that they buy in the squares.
4. Various exercises with the mouth. An example is to open and close quickly, then faster and alternate that exercise in various ways.
5. Move the jaw in different ways.
6. Inflate the cheeks, both together or separately.
7. Rinse the mouth, making different movements with it.
8. Yawning, coughing, and gargling in different ways.
9. Make smiles in different ways.
10. Perform exercises with the tongue such as bending it both inside or outside of the incisors, up or down, imitate how each one kicks or make noises between this part of the body and the palate.
11. Repeat these intonations several times: tok- tok - tok - ták - ták - ding - dong - bãng - bãng.
Maximiliano worked hard with Andrés, and he managed to get up and discover that he was capable of surpassing himself.
Malcom X once said that 'When the' me 'is replaced by the' we ', even illness becomes well-being.' Imagine the power of doing this exercise with our children, by encouraging them to jointly discover solutions for some of their disorders.
In today's world, interventions by specialists and work at home are no longer enough; children must be involved so that among them they can be real protagonists of the development of their own community. Only then will we know the value of what it really means to fall, because we will be able to rise again.
You can read more articles similar to Andrés's story or how to really help children with dyslalia, in the Language category - On-site speech therapy.