Shadowing Practice: 什麼是「神經多樣性」？注意力不集中/過動、自閉等特質光譜，不是「精神」問題，他們只是看世界的方式和你不一樣！ ft.謝怡望博士、陳俐文醫師｜寧夏璐66號茶坊｜親子天下 - Learn English Speaking with Video
Creando lección...
1
My friend has a direct diagnosis He saw a color that will make her sense of feeling Oh!
2
That's neuro It's a visual
3
It's a visual feeling So he saw every color He has a different feeling
4
That's neurodiversity So it's with ASD and ADHD It's the same
5
They look or look at things They don't have different And in the other places,
6
I think that the world has a little confused.
7
If children have a problem, they say, well, go to the mental health.
8
But ASD and ADHD are not a mental problem.
9
It's not a mental problem.
10
It's a brain-like problem.
11
It's not that they have an emotional problem or mental problem, it's not that they have a problem.
12
It's that they see the world's different.
13
Hello, welcome to the 66th, I'm Rui, I'm Rui, I'm Rui, I'm Rui.
14
I'm Rui, I'm Rui, I'm Rui, I'm Rui, I'm Rui.
15
Today we're going to talk about this topic, very new, and very professional.
16
It's about many different different things, and many different things.
17
Let's introduce a word, Neurodiversity.
18
The word is the word is the word, I'm only able to talk to this one.
19
I don't know if I can't talk to you I just finished the end No, actually, we all know We all know that ADHD
20
or a lot of children We all know that it's called a lot of children We all know that every child
21
Even if he has a child's trauma
22
Every child's trauma is unique
23
He's not a unique child He's not a unique child So he's in a lot of children
24
That's why we use a word called the called the the the the the the
25
the the
26
the the the the
27
the 它会有更多的包容 而且会更多的客制化的 这样的一个帮忙
28
而不是就是 好像飞黑几百左右两边分这样 所以它涵盖的范围会更广 但是只有ADHD
29
就是所谓的过动跟自闭 这两类 应该我们今天专家有来 我再讲下去我就要落尾了
30
就讲不下去了 对对对 所以我们今天邀请到了 就是台湾神经多元发展中心的 two friends First is the doctor's doctor's doctor
31
and also the doctor's doctor
32
It's the doctor's
33
doctor Mr.
34
so we can talk to other places please keep on our way we'll be able to take a look at the picture.
35
Today is a big part of the doctor, so today is from the North and the North and the North?
36
Oh, yes.
37
Oh, wow.
38
Actually, we have this show we've done a lot of time
39
because we've done a lot of time and we've done a lot of time with the children.
40
So we've done this, or we've done a lot of time with the children.
41
So we've done this, we've done a lot of time with the children.
42
and then we're talking about Taiwan Taiwan actually I believe it's very clear Taiwan actually in the学齡 time we do this ah, we don't know if it's紙幣
43
or this is the development of the first-hand actually we're very
44
active we have several times of what's the development of all of them and then we have to do a vaccine
45
and then we have to do some development of this and then we have to do this, the development of this development of the idea has been in our parents' heart
46
and we have to do a lot of for example, to do a lot of and to do a lot of and this child, it's really good to help them and their life-hunger movement
47
and all the development of the family and then on a journey and then on a school, then then just end up and then end up
48
and then just.. it's just very difficult
49
and then these kids like they can be融入社会
50
but they also don't do it like they can be married
51
but especially in the middle of the age of children
52
and then over the age of children and then they can use the招數 they don't even use right
53
so I think this part is our last part like before
54
we asked a few of the專家 I talked about this part I think it's very good to hear the two of you.
55
You know, this is the center of the center of the center.
56
Right?
57
Yes, because we can know that the government in 6 years ago, we've been able to invest in a lot of resources.
58
But I believe that regardless of the health of the doctor, or the parents, they will feel that children are going to school this time
59
to bring a lot of parents to the parents' fear and challenge.
60
Yes, I believe that actually there are many teachers who may have been having such a feeling.
61
6 years to school age, 6 years to 15 years to school and school of course,
62
we can imagine social challenges that social change change, and some of the things that are 複雜度, are definitely more than 6 years ago, more than a lot of times.
63
So some of the 6 years ago, maybe in the 6 years ago, may be more than a situation.
64
Oh, yes, the pressure is here.
65
Yes, the pressure is here.
66
Yes, the pressure is here.
67
Yes, and the pressure is here that parents look at this kind of
68
so actually when the child is six years old to go to school he is in a more complicated environment
69
that these environments
70
when the people encounter the environment are not the same so it's hard to say to a model to fit everything
71
we must look at individual to look at this child he
72
is in what kind of situation he has no idea what kind of situation
73
and to understand he is in different ways and to understand different challenges
74
that we think we are currently in six years in order
75
to be able to to continue
76
the 其實並沒有那麼多的modeling 來告訴我們可以怎麼樣幫助孩子
77
所以目前我們在台南的狀況 就是一般的狀況就是六歲以後 我們把它轉給兒童精神科醫師 然後就有兒童精神科醫師
78
繼續接續下去 那以前六歲以前那種 multi modality 早療中心 你進來會看到各個不同的醫師 各個不同的治療師 這個model其實在六歲以上就沒有了 那六歲以上就是 Oh,
79
you can see this or doctor, and then continue to follow
80
But we're in the United States is our children's mental health and the doctor's mental health 不多
81
and the other is even less even if we can say no
82
That our parents will be faced with a what kind of situation?
83
They need some resources in the school, in the society of the resources
84
They need to
85
take a
86
the 他又很難得到
87
就是很快速的幫忙 對 所以其實我們在成大 有小兒科醫師
88
initiate 其實是想要解決這樣子的問題 因為我們在一個大學醫院裡面 但是我很想幫助這個孩子 但是我又沒有資源的時候
89
我只能給他一張單子 叫他去外面找 我覺得其實這樣子 對孩子跟家長是 是很suffering的 所以我覺得我們剛好有這個契機 成立這樣子的中心 然後以小兒科 I will give an education to the brain
90
and to see how to make it available in the future.
91
I want to add that.
92
I think that we have talked about the system and the brain.
93
I think that in the world and the world,
94
besides the芬蘭 areas, I think in the world, I think the whole world has a little confused.
95
So, if children have problems, they will go to the doctor's doctor.
96
But ASD and ADHD, this is not a mental problem.
97
It's a brain-like problem.
98
So, these children are seeing the world's way of seeing the world.
99
So, it's not a mental problem.
100
So it's not that they have a problem or a mental problem.
101
It's not that they see the world's different.
102
There are some...
103
Actually, my daughter has a friend who has a diagnosis.
104
She has a look at the color, that color will make her feel like a feeling.
105
That is neuro.
106
Oh, that is the brain.
107
Yes, it is the brain.
108
It is the brain, but it is the brain.
109
So she has a look at every color.
110
She has a different feeling.
111
that is neurodiversity
112
that is also neurodiversity so it is with ASD
113
and ADHD is the same they are looking or looking at things
114
or looking at things are not different they are censored yes, so so when I said that in Taiwan,
115
or I think that is 6 years later
116
they will go to and then go to and then go to eat
117
But this is not to look at the medical science and to eat food, which can be solved.
118
Because they look doctor's doctor's doctor's doctor.
119
This is the world in the華文.
120
Especially because the brain is the brain.
121
Yes, yes.
122
So at the time, we were not very well.
123
But we were like, you are a doctor.
124
But you are always like a very common language.
125
But it is not a good thing.
126
And I just heard a very strong feeling.
127
We have a lot of people who are in the broadcast.
128
I think, we will stand up for some children's lives.
129
And we will stand up for some children's lives.
130
But the kids will come together with them.
131
When you're in a family, you have to be a child in a normal life.
132
You have to be a human being.
133
You may not be a human being.
134
You must be a human being.
135
You are a human being.
136
So it is a human being.
137
You are a human being.
138
The kids will come together with them
139
and the teacher also has a lot of trouble and the teacher has a lot of trouble
140
and he feels like he is just a professional student
141
and he has a lot of different things but we can't understand it
142
so when we have many parents to take their children to our school,
143
we have a question that can tell me you at school or at home what kind of problems
144
we will hear from him we will go to the school Oh,
145
that's what kind of situation That's what kind of situation is happening Or to understand these details That of course,
146
it's just He saw this child's behavior But of course,
147
we Just through some of the research I can understand that Actually, he has some issues He is not able to read the language So he can't write this word
148
And then he's not a lot of So he has some feelings Or he actually, he just
149
and then he had an interaction with a lot of problems
150
so he had some sort of pressure and not in an environment or in some kind of environment
151
he would have some sense to you
152
so at first we would be able to do this and then we would have a confirmation
153
because we need to let the teachers and parents know
154
this child's what is called we are not saying he has a disease not to use disease
155
you have a disease We say, actually, your estimate is You can have a little bit more than The other way, the other way And then,
156
there's also a little bit of a The problem So, when you see some kind of Some kind of hit here, it may be able to do it So,
157
when we understand the situation There's a estimate of the
158
The basis of the We know there's some kind of We provide a strategy We don't say, you know, this is what What's the case?
159
What's the case?
160
So you go to eat But it's, that That's the case that The situation
161
So you may be because you have some skills that are not good so you can't do it.
162
That we can train you this skill.
163
Or we can tell your parents or your teachers
164
when they're in a situation we should help them with what kind of ways to help them
165
and not just to be forced to say you're so smart, why are you doing this?
📺 Mismo canal
✨ Recomendar Video
B11
53 oraciones
🎧【每天10分鐘】沉浸式英語聽力訓練，聽懂美國人 | 快速习惯美国人正常语速 | 常用英文詞匯和表達方式 | 真实英文听力🚀
TeensHigh School Students+2
B21
164 oraciones
World Leading Physician View On ADHD: Gabor Mate
University StudentsWorking Adults+1
B11
692 oraciones
掩不住的陽光 /Can't hide the sun 第36集 【吳其江、金晨、劉之冰、聶遠領銜主演】
High School StudentsUniversity Students+1
![[Vietsub] CORTIS - Who's The One? | Deezer](https://img.youtube.com/vi/D70Iw0F63P4/mqdefault.jpg)
B11
150 oraciones
[Vietsub] CORTIS - Who's The One? | Deezer
TeensHigh School Students+1
B11
1226 oraciones
The Most UNHINGED Asian Reality Dating Show
TeensHigh School Students+1
B12
62 oraciones
VIDEO 16
TeensHigh School Students+2
B11
47 oraciones
Business Partner B1 Unit 4.3.2
High School StudentsUniversity Students+3
B116
303 oraciones
Talking About Family in English | Daily English Podcast for Learners!
TeensHigh School Students+2
B14
71 oraciones
tricky words grade 6 #english #animation #learnanewwordtoday
KidsTeens+2
B12
235 oraciones
제발 사랑 싸움은 교실 밖에서 해주세요 제발요
High School StudentsUniversity Students+1
B11
164 oraciones
Learn/Practice English with MOVIES (Lesson #86) Title: Spider-Man: Into the Spider-Verse
TeensHigh School Students+1
Sobre esta lección
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.