ESPAÑOL
Cada uno de los avances de Mathias, ya sea a nivel pedagógico o a nivel personal, se van dando a medida de la estimulación que se le imparte, a veces se suele tener un error de concepto al pensar que la estimulación solo es a temprana edad, y no, no es así, la estimulación debe estar presente en cada una de las cosas que el niño logre, e incluso, cuando no lo logré del todo debe estar presente aún más la estimulacion.
Mathias está en Terapias del lenguaje y terapias psicopedagógicas, aparte de ello está estudiando en una escuela de niños regulares, esto le ha ayudado mucho ya que comparte con compañeros de su misma edad y a su vez, por medio de imitación realiza ciertas actividades que se le dificulta un poco.
Hace poco asistí a una reunión en la escuela para que me entregaran su boletín, siempre trato de quedarme hasta el final para hablar a solas con la profesora y preguntarle por sus avances, me dice que, a nivel pedagógico los avances de él han Sido significativo, tanto así que, para evaluar a los otros niños y preguntarles por los colores, vocales y abecedario en ocasiones debe sacar a Mathias del salón porque el contesta todo (ya que aún no controla esa parte de respetar el turno), eso me alegro, por otra parte me recomendó practicar mucho la escritura en casa, ya que en esa parte aún no respeta límites.
Este mes tuvo un avance muy importante, ya que formó parte de una obra, dónde el tema era los vegetales,a él le tocó ser el calabacín, y cuando la maestra lo nombraba tenía que decir: "Soy muy rico" pues así lo hizo, y no solo en la escuela, sino que esa obra fue presentada en 2 escuelas más, sitio nuevo, personas que no conocía y sin embargo participó y se integró de una buena manera.
Debo seguir guiandolo en cada una de sus terapias, para que sus avances sean aún mejor.
ENGLISH
Each of Mathias' advances, whether at a pedagogical level or at a personal level, are given according to the stimulation that is given to him, sometimes there is a misconception that stimulation is only at an early age, and no, it is not so, the stimulation must be present in each of the things that the child achieves, and even when he does not achieve it at all, the stimulation must be present even more.
Mathias is in speech therapy and psycho-pedagogical therapies, apart from that he is studying in a school for regular children, this has helped him a lot because he shares with peers of the same age and at the same time, through imitation he performs certain activities that are a little difficult for him.
I recently attended a meeting at school to get his report card, I always try to stay until the end to talk alone with the teacher and ask her about his progress, she tells me that, at a pedagogical level his progress has been significant, so much so that, She tells me that, at a pedagogical level, his progress has been significant, so much so that to evaluate the other children and ask them about colors, vowels and the alphabet, she sometimes has to take Mathias out of the classroom because he answers everything (since he still does not control that part of respecting his turn), I am happy about that, on the other hand she recommended me to practice writing a lot at home, since in that part he still does not respect limits.
This month he had a very important breakthrough, since he was part of a play, where the theme was vegetables, he had to be the zucchini, and when the teacher named him he had to say: "I am very rich" and so he did, and not only in school, but that play was presented in 2 more schools, new place, people he did not know and yet he participated and was integrated in a good way.
I must continue to guide him in each of his therapies, so that his progress will be even better.
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